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3 results on '"WILEY PLUS"'

1. The Effects of Wiley PLUS Web-Based Homework System on Student Performance in the Chemical Engineering Extended Curriculum Program: Introductory Physics Course.

Author

Basitere, Moses and Ivala, Eunice Ndeto

Subjects
GRADING of students, COMPUTERS in education, PSYCHOLOGICAL feedback, HOMEWORK, CHEMICAL engineering education in universities & colleges, PHYSICS education (Higher), COMPUTER software
Abstract

The importance of providing students with feedback on their learning is well documented. However, providing feedback to individual students is often impossible and time consuming. To address the need for a more efficient and effective approach to giving individualized feedback to students, a Wiley PLUS web-based homework (WBH) system that provides automated grading to individual students was piloted in a physics class for this study. Thus, this paper presents results on the effects of the use of Wiley PLUS web-based automated grading homework system in a first year introductory Engineering Physics course. The study investigated how the Wiley PLUS web-based homework system impacted on the students' paper based tutorial mock test, mid-term-test and Final Integrated Summative Assessment (FISA) performance. The study was informed by Laurilland's educational media conversational framework for teaching and learning supporting the 'interactive activity' learning process using Web-based homework as an adaptive medium. Both quantitative and qualitative methods of collecting data were used in this study. A comparison between students' performance on the Wiley PLUS online web-based homework, paper based written tutorial mock test, mid-term test and FISA was done to evaluate if there was a correlation in students' performances. Additionally, during the final class of the semester, Chemical Engineering Extended Curriculum Program students who enrolled for the introductory Physics course responded to a survey and participated in focus group interviews to gauge their perceptions and experiences on the use of the Wiley PLUS web-based system. Quantitative data was analysed using descriptive statistics and inferential statistics, while qualitative data was analysed using an inductive strategy. Results indicated that the Wiley PLUS WBH system enhanced students' learning and collaboration among learners. There was a strong positive correlation between students' WBH marks and marks students' obtained in the tutorial mock test, mid-term test and the FISA. [ABSTRACT FROM AUTHOR]

Published
2015

2. The Challenges of Higher Education Digital Publishing.

Author

Paxhia, Steve

Subjects
*ELECTRONIC publishing, *WEB-based user interfaces, *SOCIAL media, *COMPUTER literacy, *STUDENT attitudes, *HIGHER education
Abstract

The current generation of students uses computers, tablets, dedicated e-readers, and smart phones more than any previous student group. Student adoption of Web apps, social media of all kinds, computer games, as well as learning and desktop software is remarkably high making them not just computer literate but often digital experts. However, although they spend a great deal of time using the latest digital devices, 75% of students surveyed still prefer the traditional printed textbook over a digital counterpart, according to the ongoing research project Student Attitudes Toward Content in Higher Education from the Book Industry Study Group (BISG). The data indicate that the current print value proposition is not meeting the needs of students. In particular, the price/value relationship is not sufficient to justify required adoptions or to preclude students seeking alternative methods for obtaining their content and pedagogy. Next-generation digital learning products have tremendous potential to offer students individualized solutions to their learning challenges enabling them to reduce their study time and to improve their grades. Their levels of customizability and interactivity are appealing to both students and instructors. [ABSTRACT FROM AUTHOR]

Published
2011
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3. Comparing Lecture and E-Learning as Learning Process in Mathematics and Statistics Courses for Engineering Students in Universiti Kebangsaan Malaysia

Author

Haliza Osman, Nur Arzilah Ismail, Norngainy Mohd Tawil, Zulkifli Mohd Nopiah, Azami Zaharim, and Izamarlina Asshaari

Subjects
Process (engineering), Computer science, media_common.quotation_subject, E-learning (theory), Sample (statistics), paired t-test, E-learning, Test (assessment), E learning, Perception, Statistics, WILEY PLUS, likert scale, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, lecturing, General Materials Science, Built environment, media_common
Abstract

In order to be parallel with young generations in terms of technology, e-learning was introduced to engineering students in FKAB. With the hope that e-learning is a way to enhance learning in a more convenient and cost-effective manner, on the other hand the traditional method as lecturing is still of use until now. This study examines students’ perception towards the importance and usefulness of modern technologies such as e-learning (WILEY PLUS) in comparison with the more traditional lecture, as knowledge delivery or alternatively, a method of learning process. The objectives of this study are to test whether there is any difference between these two methods and to identify which method is more important and agreeable to the students. The sample of this study consists of First Year and Second Year engineering students at the Faculty of Engineering and Built Environment, UKM who have taken Mathematics and Statistics courses respectively. The paired t-test was used to compare these two methods. This study reveals that there is a significant difference between WILEY PLUS and lecturing in Mathematics and Statistics courses. Overall, lecturing was significantly of importance and favourable in the learning process for both courses compared to the newly-introduced WILEY PLUS.

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