Abstract. The use of the Web (World
Wide Web) has had many positive effects on education. It overcomes time and
space limitations in traditional schools. Teachers and students are now using
the Web to access vast amounts of information and resources in the cyberspace.
Also, learning via the Web enables both synchronous and asynchronous
communication. Despite of many benefits of the Web, it may weaken students’
motivation due to lack of face-to-face communication. In this paper, we provide
a learning model called Web Project Learning, which is based on the principles
of contructivism, to provide motivation and collaborative learning for students
in the Web environment. The model is based on the Project-Based Learning model
and is revised for use on the Web. The model can also encourage the
participation of parents as well as students, and be applied to any subject. We
implement our model and show that it can be applied for environmental education
as an instance.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Recent advances in the Web have
rapidly changed our life in various ways. These advances provide new ways for
people to communicate on a global scale and assess vast amounts of information.
The Web provides educators with opportunities to implement a range of new
teaching and learning practices, which redefine classroom- learning
experiences. The Web enables a so-called WBI (Web-Based Instruction) system as
a teaching aid. The WBI system, which integrates a hypertext information
network with communication and collaborative tools, presents two important
innovative features: first, it provides specific tools to manipulate the
multimedia information contents of the Web pages; second, authorized users can
modify the information network in the system [1,2,3]. Despite of many benefits
of the Web in the learning process, it may weaken students’ motivation in the
cyberspace because of lack of face-to-face communication. The lack of student
control is also considered one of the drawbacks of WBI unless a teacher keeps
the students working towards its goal. As teachers’ influence decreases,
students may become disengaged. Thus, students are unable to concentrate their
thoughts upon their work. It is reported that about 30%-50% of students who
have started a distance education course dropped out before the end of the
course [4]. To make the learning process effective, we must motivate students
to be engaged in the learning activities. A learning experience where the
learner must contribute to an activity is called active engagement, while a
learning experience where the learner is mainly a recipient of information is
called passive engagement [5]. When a form of engagement is engrossed by a
learning activity, the learner is focused and attentive, and becomes captured
and committed to the task at hand. Teachers have found that working on projects
is an engaging activity with a large potential for facilitating learning [6].
Project work provides a context for taking initiative and assuming
responsibility, making decisions and choices, and pursuing interests. The
Project-Based Learning Model also can be used to enrich the curriculum,
strengthen Internet skills, and provide integrated and thematic learning
opportunities [7,8]. In this paper, we present the Web-based Project-Based
Learning Model for the Web environment. It is based on the existing
Project-Based Learning Model, but it also can motivate students and provide
real life contexts for successful collaborative learning in various ways on the
Web. Our model also adopts the principles of constructivism so that both
collaborative learning and self-learning are emphasized. We design the model
for the Web environment and implement for classroom use. The model can be
applied to any subject. We show that the model can be applied for environmental
education as an instance
TOPIC: DESIGN AND IMPLEMENTATION OF WEB-BASED PROJECT-BASED LEARNING SUPPORT SYSTEMS
Chapters: 1 - 5
Delivery: Email
Delivery: Email
Number of Pages: 65
Price: 3000 NGN
In Stock
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