ࡱ> bdaY abjbjWW v==Y]ZZZZZZZ4h ,*$@JJ```; v $ e!g!g!g!.!"#$j&^(#EZ ; ; #UZZ``JUUU Z`Z`e!ZZZZ e!UU?fZZQ!`.nD*g !>Using the WWW Hypermedia Courseware Nataaa Hoi-Bo~i Department of Information Science Faculty of Philosophy, University of Rijeka Omladinska 14, Rijeka, HR-51000, Croatia Phone: (385) 51-227 551 Fax: (385) 51-515 142 E-mail: natasa.hoic@ri.tel.hr Abstract - This paper presents an attempt in the field of the hypermedia and Internet technologies use in education, especially in Web-based training (WBT) at the Department of Information Science at the Faculty of Philosophy in Rijeka (Croatia). The first stage of the ongoing research that deals with the development and use of the WWW hypermedia courseware is described. The purpose of the research is to evaluate WWW courseware and to prove the hypothesis: hypermedia interactive courseware improves students motivation for learning and their ability to transform information into knowledge. I. Introduction This paper describes the outcome of the first stage of the ongoing research that deals with the education using the WWW hypermedia courseware. Transforming the learning process through the use of computer technology is a goal of many higher education institutions today. In literature, the descriptions of several experiments in the field of using the WWW courses in education could be found, as in [3], [8], [10], [11]. To achieve improvement through the use of computer technology, it is necessary to educate teachers, introduce new learning model, and develop appropriate learning materials courseware. The main mistake in the use of information technology is that providing students with information is considered the same as providing them with knowledge [5]. However, each student needs to transform the collected information into knowledge, thus he/she needs to be taught not only how to find information, but also how to direct it, analyze it, and turn it into knowledge. Especially, interactive learning and teaching by means of hypermedia offers possibilities for students to transform into active participants through the use of hypermedia courseware - software for learning - that they navigate in accordance with their own talents and interests. Today, beside courses in traditional "stand-alone" form on CD-ROM, the distribution is more and more common using Internet and WWW. WWW provides the opportunity to deliver courses or to supplement existing courses. The WWW can be understood as a "catalizer" that would introduce the Internet to schools and universities since to use it can be easily learned by students with no prior knowledge about computers [1]. The WWW can be viewed as a source of edutainment that is effective in the entertainment side because most students are highly motivated to use the Web. Main advantages of the WWW, that make it attractive for use in education, except the Web's ease of use, are the hypertext/hypermedia capability, the WWW networked basis, availability of client and server software for different platforms (mostly free of charge for non-commercial use), simplicity of HTML, and availability of free editing tools [9]. Goldberg [3] points out that the important characteristics of the WWW as a learning tool are: courses can be developed once, by experts, and delivered at any scale and at any location; greater number of students can be served at a reduced cost; the pace, path and depth of the learning can be adapted by the learner; the use of the interactive Web-based exercises, bulletin-boards, chat areas and shared workspaces. In spite of all positive aspects of the WWW, one needs to keep in mind possible negative effects. Due to a multitude of contents offered on the web today, without a guidance to specific learning domains, a student can get lost in the "webspace" by finding pages that are interesting and entertaining, but do not contribute to learning. For this reason, it is important to stress the role of a teacher who directs students in using the WWW, but also encourages individuality in their work. Because of that, the learner-teacher interaction is very important part of Web-based courseware. At the Department of Information Science at the Faculty of Philosophy in Rijeka (Croatia) we also have started to use intranet/Internet technologies for teaching and learning purposes [7]. We have started the research on the group of Information Science students in the context of course The Internet Seminar. The purpose of this research is to explore what are the advantages and shortcomings in the use of this approach to education. The first phase which deals with improved communication and information flow between students and teachers using intranet was carried out. The next phase of the ongoing research was the development of the WWW-based courseware, and in the final stage of the research we will not only use the courseware, but also measure the effectiveness and the student acceptance of it. This paper presents the results of conducted phases and describes the further steps of this ongoing research. The remainder of this paper is organized as follows: section II. describes the structure of the research, section III. presents an overview of the WWW courseware, section IV. presents the preliminary results of the research and the future plans, section V. presents conclusions. II. the research A. Main Objectives The purpose of this research is to explore how the use of on-line courses prepared for World Wide Web and combined with other Internet technologies (access to related resources on WWW, e-mail, mailing lists, news groups on-line libraries, etc.) improves the students' learning process as well as their comprehension. The main objective of the research is to prove the hypothesis: hypermedia interactive courseware improves students motivation for learning and their ability to transform information into knowledge. During the research, the author will try to answer the following basic questions: Does the use of interactive hypermedia courseware increase students' interest for the subject being taught? Will the students have better results in the learning process by using courseware or by using traditional methods, that is will they demonstrate a higher degree of knowledge during the tests? The author expect this research to prove that the students will achieve better results if they learn individually by using hypermedia learning programs, then if they learn in a traditional manner (lecturing supported by the use of transparencies and projector, computer practice equal for all students). Because of the hypermedia elements (images, sound, hotwords, etc.) included in the WWW courseware, and because of the students' abilities to navigate in their own personal tempo and according to their own abilities and interests, they will show a significantly higher motivation for learning. The teacher is not passive neither during the individual work, only his role differs. In smaller non-English speaking countries the need for hypermedia courseware in their own mother tongues is more thoroughly emphasized. That situation is evident in Croatia, too, where the faculties and schools are still not adequately supplied by computers, and where courseware is almost not yet in a proper use. That's how this research will give evidence of validity of the presumption about the efficacy of using the WWW courseware in the education, already confirmed in the more developed countries. That will be of a particular interest considering our different conditions and our non-adequate hardware and software outfit, as well as the large quantity of students without any experience in the use of a computer, because most of them do not start to work on them before high school or even faculty. B. Background The research has been conducted at the Department of Information Science on a group of senior students of Information Science (approx. 20-30 students) in the context of the course The Internet Seminar where they have learn how to use Internet services. These students have already been trained to use computers, but they were with little or no Internet/World-Wide Web background. The course The Internet Seminar covers following topics: overview of the Internet and World Wide Web, WWW browsers, search engines and finding resources on the Web, basics of Unix, e-mail and e-mail clients for Unix and Windows, mailing lists and Usenet newsgroups, telnet sessions, ftp file transfers, using gopher, finding files and programs (Archie), finding people and their e-mail addresses (Netfind), HTML and basic Web page design. The author has been conducted this course as a teaching assistant for the last four years. The lectures have been hold in the PC-room, on the computers in the local area network connected with the CARNet - Croatian Academic and Research Network as a part of the Internet. The students have computer accounts at the main Unix server. The testing of students' knowledge has been at the theoretical and practical exams on computers. One of the course requirements are five individual assignments. Four smaller projects are about following topics: sending and receiving e-mail, finding resources using WWW search engines, communicating using WWWboard, mailing lists and Usenet newsgroups, creating a simple home page. The last project is about creating a seminar paper on chosen topic using HTML and publishing it on the Web server. The topics of the papers had to be related to Internet and using Internet services. During the course students were supposed to gather information on Internet (mostly WWW) by themselves and together with sources from intranet Web server, books, magazines synthesize them in a paper-like product not in a paper form, but in the form of hypermedia application in HTML for publishing on a WWW server. Even before this research, the author has already made a certain shift in relation to the classical teaching by publishing on the Web server HTML documents with short explanations about the lectures. In that way the students didn't have to make their own notes by writing out from transparencies and they had more time to explore the related resources on Internet. C. Methodology The research method is experimental: one half of the Internet Seminar courses lectures is to be elaborated traditionally (lecturing supported by the use of a projector, practices on the computer set by the teacher and by equal temporal setting), while the other half will be elaborated as a WWW courseware. The students will elaborate this other half of lectures on individual basis, by their own personal tempo and in particular order of the topics presented within every single lecture, supervised by the teacher. Before the beginning, a survey relating to students' previous knowledge has been conducted. By the survey at the end of the course, as well as by the interviews during the academic year and at its ending, the students attitude will be examined in order to establish a particular degree of their motivation for learning. The final test's aim is to examine the quality of students acquired subject-matter, and how successfully did they transformed the set information into a new knowledge; that is going to be established by comparing the lectures elaborated in a traditional manner with those set by a courseware. The follow-up activities will be conducted, too. III. Overview of the WWW Courseware A. Type and Content of Courseware As the most appropriate method to deliver the content Web/Computer Based Training has been chosen [6]. W/CBT is taken by individual learners working at their own pace. The programs are designed to teach knowledge, comprehension, and application skills that can be assessed by observation of measurable outcomes. The content is divided into lessons and modules and it is expected that learners will complete all of the lessons to master the objectives. Web/Computer Based Training differs from traditional computer-based training because W/CBT include resources of the World Wide Web and intranet, program can be easily updated and modified, it offers tools such as e-mail, or bulletin board for communications between the learner and instructor, some W/CBT programs track learners progress and inform instructor. Even before this research, simply paper-based course materials have been placed on the Web so the students can access them in electronic format. The text and graphics model is especially good at the start with development of Web-based courseware because it is inexpensive and relatively easy to develop and to implement, and is accessible to the most users. However, to gain greater effectiveness, one needs to move to the next level and add more interactivity [2]. This is to ensure that students respond to the content of the course, and do not just read their way through successive information screens. The design of a courseware that incorporates interactivity may be time-consuming and the development of such program may be complex. So, for now as experiment, only the some parts of courseware include more interactivity leading in the direction of interactive text and graphics courseware. The WWW courseware has been developed for the subjects about World Wide Web, e-mail, mailing lists and newsgroups, and HTML. According to the survey about students previous knowledge, with some of these subjects the most of the students have been familiar before (using browsers, e-mail) but the other was completely new for them (HTML). The courseware consists of the four independent modules for each of aforementioned subjects. The modules are designed so that they can be completed as stand-alone unit, or they can be linked together. The main courseware page (home page) links together the modules as well as the WWW documents with short explanations about the other lectures for traditional learning. The courseware is written in HTML in addition to some elements in JavaScript, and requires no special software on client side except the WWW browser capable to handle forms and JavaScript. B. Page Layout and Navigation Special attention has been paid to organization of the courseware and navigational techniques since it is the user-friendly organization that represents the essential conception of hypermedia. Users should be enabled to create their own way of reading i.e. navigating through a hypermedia application as easily as possible [9]. Navigation - moving through the application is enabled by a number of elements. The course page consists of a vertical bar with navigational buttons for allowing students access to the main courseware elements: Courseware Home Page, Module Home Page, Help, Index, Search, Webboard, E-mail. Apart from these buttons there are Back and Forward arrows added to documents describing the lessons of the modules. They enable the student to go to the next or previous lesson as the usual path of the course material. Having these options available on every screen means that the student is never more than one mouse click away from the main elements [2]. C. Interaction The three kinds of interaction could be found in WBT programs: learner-content interaction, learner-educator interaction and learner-learner interaction [6]. All forms of WBT feature learner-content interaction, in which the learner is presented with material to study. Learner-educator and learner-learner interactions are communications among learners and instructors working asynchronously (using e-mail, listserv, online forums) or synchronously (IRC, real-time audio, application sharing, videoconferencing). Important parts of learner-educator interaction are feedback on assignments, responses to questions, quizzes, and suggestions... Before the courseware development, the amount and type of interactions should be determined. Even before this research, in the context of the course, the communication among students and teaching assistant was computer-mediated [7]. Web board (on-line WWW based discussion forum) was used as general information source about the course (information about exams, literature,) as well as an on-line consultancy tool where students could send their questions, comments and suggestions about the course. The students were suggested to send their questions and comments about the course on the WWW board because doing so the professors' answers could be available to all students concerned in that matter. Of course, shy students could send their questions by e-mail and received the answers in the same way. So called "mini mailing list" was established by sending the answers to the most interesting questions to all students. The author has decided to include in the courseware e-mail and Web board. The e-mail component has been scripted in HTML and has been designed to launch the intranets built-in e-mail system preaddressed to the assistant. Web board enables students to post questions, answers, or comments to an electronic messaging system. Threaded discussions enable both students and the assistant to communicate at any time, individually, using familiar WWW browsers as interface to the board. The additional interactive element of learner-content interaction has been implemented in the HTML module: a programming environment that allows the students to interactively write and test HTML code (requires a forms and JavaScript-aware WWW browser). The students enter HTML example into an open text area, submit the code, and immediately see the results. Assessment is done in real-time and the user can see if he/she did something wrong. In the same module about HTML, multiple-choice questions tests are provided that enable the student to perform self-evaluation at any time. Questions related to the current pages are available by clicking the button on the navigational bar. IV. Preliminary Results and Future Plans The research has been started this 1998/1999 academic year, so the author could mention only some preliminary results and experiences gained from conducting the first stage. At the beginning of the course, a survey relating to students' previous knowledge was conducted. For now, the results of the survey have been used to choose the subjects of courseware modules, as mentioned before in the Type and Content of Courseware section. The students had to answer the questions about their computer background, especially Internet/World-Wide Web background. Most of the students have their own computers at home, but only a few of them have a modem and have been subscribed to a commercial Internet provider. But all students are familiar with Internet/CARNet (regularly only WWW browsing) and use it via LAN at the faculty. About half of the students use e-mail regularly, a few of them now a little about the HTML. Pleasing result of the survey is that, comparing to the previous generation of students, these students have been interested in the use of CARNet even before the course started. The most obvious result in this stage of the research was more active participation of the student (in compare with the previous generations of the students attending the same course). The students' reaction to the new way of communication was mostly positive and they accepted this kind of work. The most attractive way for communication was WWW board - the students were not afraid to ask or to discuss their ideas with the assistant. In the same way, accessing the Web server with WWW courseware modules, teaching materials, teaching tips, and other information about the course for the students became common thing. At this point, the author cannot talk about better learning results, since final exams are not scheduled yet. However, it is to expect that active participation during the semester will at least reduce the time needed for preparing the exam. These preliminary observations the author will try to prove by conducting the survey relating to students acceptance of the WWW courseware at the end of the Internet Seminar course. V. Conclusion The paper presents the description and the first results of the ongoing research that deals with the development and use of the Web-based courseware. The meaning of this research has a more practical value of innovativeness than as a theoretical achievement. The practical benefits of the research will be the developing of a courseware for the course of lectures, as well as the establishing of its possible improved results in students' practice. If that shows to be true, and if the presumed hypothesis proves itself, the author would continue her work on the courseware development and use it in the future teaching. The research results would be of a great use in the further educational process having in mind the students' - as the future professors to be working in various schools - knowledge of advantages and shortcomings in the use of courseware within the education. This knowledge can also provide certain lines of direction to other colleagues - assistants and professors at the faculty, and to everyone interesting in that matter. The author hope that the results of this research will prove the justifiability of the use of courseware in the students' educational process and that they will contribute to its use at least at the Department of Information Science of the Faculty of Philosophy. Acknowledgment This work was supported by the Research Support Scheme of the Open Society Support Foundation, grant No.: 1280/1998. References A. Carvin, The World Wide Web in education: a closer Look [WWW document], EdWeb, 1995. URL http://k12.cnidr.org:90/web.intro.html B. Hall, Web-based Training Cookbook Wiley, New York, 1997. B. Ibrahim and S. D. Franklin, "Advanced educational uses of the World-Wide Web", The Third Internacional WWW Conferention Technology, Tools and Applications, Darmstadt, April 10-13, 1995. C. McCormack and D. Jones, Building a Web-Based Education System, Wiley, New York, 1997. J. Harris, Way of the Ferret: finding and using educational resources on the Internet, International Society for Technology in Education (ISTE), Oregon, 1995. M. Driscol, Web-based Training: Tactics and Techniques for Designing Adult Learning, Prentice Hall/Pfiffer, San Francisko, 1998. M. Radovan, N. Hoi-Bo~i and D. Pol,  Using the Intranet/Internet Technologies in Education , Proceedings of the Conference Education in Information Society - IS'98, Ljubljana, p. 26-29, 1998. M. W. Goldberg, S. Salari, and P. Swoboda, ``World Wide Web Course Tool: An Environment for Building WWW-Based Courses'', Computer Networks and ISDN Systems, 28 , 1996. N. Hoi-Bo~i, Hypermedia Supported Education (M.Sc. Thesis), Faculty of computer and information science, Ljubljana, 1997. P Brusilovsky, E. Schwarz, and G. Weber, ELM-ART: An intelligent tutoring system on World Wide Web, Third International Conference on Intelligent Tutoring Systems, ITS-96 (LNCS, Vol. 1086), Berlin: Springer Verlag,. p.261-269, 1996. WebCT Home Page URL http://www.webct.com/ PAGE 4 HJnRSTX##z####$$,,.141DDaJfJL3LRRRRXX*XXXXXXX6Y7YYZMZsZZZ*[+[7[[\:]>]J]x^^^2_``aaaa a a a aa0J!mH0J! j0J!U6CJCJOJQJ;6CJCJ5MHJn \RSTde ; R *i% $ $ %@$@&$@&HJn \RSTde ; R *i,####$&'+~,,,,.ϫ~{qcuh"Y*J`%() *+w0,####$&'+~,,,,./,1 ) p@ P !"@&%./,1-1.1S1T1v1w147*8}9:;;;;=????L@BEGmI_J`JaJJJ9KNP@QRRRRRShUX¿𘕒~{vs[wx!(}^"bc"@("%RS,,1-1.1S1T1v1w147*8}9:;;;;=????L@BEGmI_J`JaJ"%aJJJ9KNP@QRRRRRShUXX*X+XXXXXX7YvY3ZZ+[[ & F%XX*X+XXXXXX7YvY3ZZ+[[]^_````` a a a aaaaaļ   $      4    w    o  ,  k    z{%[]^_````` a a a aaaaa h &`#$ & F0 . A!"#n$n%< 00 . A!"#n$n% P0 SS< 00 . 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