In recent years there has been an increased interest on the role of web-based simulations in student learning. I have conducted a preliminary study on the effectiveness of interactivity in 3-Dimensional simulations to help students learn the interference phenomenon. The study was based on a Pretest-Posttest design with the experimental and control groups completing different but equivalent web-based tutorials. The experimental tutorial was based on the use of highly interactive 3-dimentional simulations developed by the WebTOP project. The only difference between the control tutorial and the experimental tutorial is that the control tutorial used static images instead of simulations. The content of both tutorials addressed the common misconceptions students usually have about waves and interference as identified in previous physics education research. The results suggest that student learning from both tutorials was significant with no significant difference in learning between the two groups. The study also identified several factors that might have affected the results and that should be the subject of further study.

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According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

The use of the Internet by web-based organizations impacts on all aspects of their business activities. The continuous evolution of e-commerce technologies enables web-based business (consisting of virtual supply chain partners) to integrate its manufacturing operations and to gain competitive advantage through entire virtual supply chains. Although the interplay of e-commerce and virtual supply chain cooperation is not clear when considering supply chain forecasting, planning, scheduling, execution and after-service, the potential for virtual coordination of business activities by means of e-commerce technologies is growing in importance. In this regard, networking capabilities that enable virtual organizing activities in the virtual value chain network are of particular importance to web-based organizations. The research investigated this using a grounded theory approach. The Grounded Theory analysis consisted of three phases. First, following a comprehensive review of the relevant literature, a set of particularly relevant articles was identified to provide the basic data from which to develop a first, preliminary framework or theory. This framework was subsequently refined to produce a concluding framework, using data collected during interviews with representatives of six different web-based businesses. Finally, the concluding framework or theory was validated by applying it to a particular case. The concluding framework contains twelve networking capabilities, adding three to the nine identified in the preliminary framework. The conceptual framework with theoretical description of relationships between identified networking capabilities clarify the use of networking capabilities with virtual organizing in a virtual value network of organizations. An interpretation of the concluding framework, based on Actor-Network Theory, shows how the entrepreneur can leverage the inter-relationships between the networking capabilities to enable more effective and efficient virtual organizing. In particular, it shows how the entrepreneur can utilize knowledge and skills related to the identified networking capabilities to build and maintain a stable and eventually institutionalized network of partners. Finally, using the results of this interpretation of the grounded theory, the entrepreneurial process was defined in which the role of information technology as well as the role of the entrepreneur in establishing and maintaining the virtual value network was described. / Thesis (PhD)--University of Pretoria, 2008. / Informatics / unrestricted

This research uses observation, interviews and content analysis to examine the perceived and actual risks arising from Internet use in eight educational establishments. The majority of staff interviewed expressed concern about online pornography and the dangers of web based chat rooms. Additionally staff were anxious about the risks posed by hate engendering sites, websites encouraging experimentation, copyright infringement and threats to network security. In considering these school Internet risk narratives I make a distinction between concern that the student is "at risk" and that they are "dangerous”, posing a threat to the institution. I point out that in the primary schools staff talked about students solely as being "at risk", whereas in secondary schools this concern was tempered with the view that students misusing the school Internet also posed a danger to the institution. In the post-16 college Internet risks were almost solely expressed in terms of the "dangerous student". While only a sparse student risk narrative existed, with a few students anxious about on-line pornography, chat-lines and security there was non-verbal evidence indicating that students were worried about being punished for misusing the Internet. In assessing the "student- at-risk", I argue that exposure to pornography via the school Internet was not likely to pose an actual risk, while undesirable others in chat rooms, hateful websites and sites encouraging experimentation all posed actual, though statistically remote, risks. Considering the Internet activities of the "dangerous student", I found little evidence to suggest that the issues of school image, staff authority and copyright should be a source of great concern, although I note that school network security was an actual risk which deserves more attention. Finally, I consider institutional attempts to control Internet use and alleviate some of these perceived and actual risks through the use of rhetoric, exclusion and surveillance.

Rationale: Mental health (MH) issues are increasing on post-secondary campuses particularly with ethnic students. This study aimed to establish the effectiveness of web-based MH education. Methods: A three-phase design was used with non-random sampling. An interest questionnaire addressed students’ (n=42) interest/preferred method of MH education in the first phase. In the second phase, a pre/post knowledge test/attitude scale assessed Mindsight’s (a web-based tool for MH education) effectiveness with ethnic students from the initial sample (n=13). In the final phase, ethnic students provided feedback on Mindsight’s effectiveness during focus groups/telephone interviews. Results: Most students considered MH education important and would use web-based tools. All students showed an increase in MH knowledge and most showed a decrease in stigmatizing attitudes. Mindsight was considered easy to use and interactive, however lacked in ethnic sensitivity. Conclusion: Web-based MH education has potential; however, ethnic sensitivity needs to be addressed. / UOIT

Abstract Because the Internet reaches beyond borders and the World Wide Web (WWW) blossoms everywhere, taking such convenience, instructors and students may participate teaching and learning activities anytime in anyplace. Thus, the traditional instruction has been changed tremendously, not only in the way that knowledge is presented, but also in the way that instructions and feedbacks are exchanged, as well as in the environment that has been changed from concrete classrooms to the virtual world. Instruction via the Internet, or the Web-based Instruction, has been a trend. This new instruction has impacts the traditional instruction a lot. Therefore, we¡¦d like to discuss whether the Web-based instruction could replace the traditional instruction. This research refers the comparison method from Bereday, George Z.F. 1920-1983, also makes documents analysis to compare and evaluate the characteristics between the traditional instruction and the Web-based instruction in teaching media, class management and assessment. We expect this research and its suggestions may provide a reference for the development of the Web-based instruction and for the improvement of the traditional instruction in Taiwan. Thus, our future instruction may take advantages from both the Web-based instruction and the traditional way.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains ix, 108 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 90-101).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Field problem. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xvii, 172 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 123-131).