MINISTRY OF EDUCATION OF TURKMENISTAN

MAGTYMGULY TURKMEN STATE UNIVERSITY

ENGLISH LANGUAGE AND LITERATURE FACULTY
DEPARTMENT OF ENGLISH PHONETICS AND LEXICOLOGY

GURBANOVA YAZGUL
TEACHING AND LEARNING WITH THE WEB
(COURSE PAPER)

SCIENTIFIC SUPERVISOR: BAYMYRADOVA S.A.

ASHGABAT – 2024
PLAN:
I. INTRODUCTION
II. MAIN PART: TEACHING AND LEARNING WITH THE WEB
1. GENERAL IDEA OF TEACHING WITH THE WEB
2. GENERAL IDEA OF LEARNING WITH THE WEB
3.THE TECHNOLOGIES USED IN THE WEB
A.WEB CONFERENCING
B.DIGITALTEXTBOOKS
C. BLOGS AND WIKIS
D. SOCIAL BOOKMARKING, MASHUPS AND DIGITAL
STORYTELLING
E. SIMULATIONS, SERIOUS GAMES AND VIRTUAL WORLDS
F. E-PORTFOLIOS
G. SCHOOLOGY
III. CONCLUSION

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 I. INTRODUCTION

“We improve friendly relations with all countries in

the world in such spheres, as economy, trade and
culture.”
President of Turkmenistan
Serdar Berdimuhamedov

In the modern days there were made great steps on turning the national educational
system of the absolutely new way. There were created important conditions for the
preparation of the scientific workers and full usage of the intellectual potential of
our nation. Development of our country’s scientific system on the base of world
advanced experience is playing an important role in our long-term programs. We
are the supporters of the broadening of the international cooperation on the science
and innovation technologies.
It is not a secret, that in modern conditions the power and prosperity of any
state is defined, first of all, by the level of their nation. The science is a major
instrument of the progress without which sustainable, social and economic growth
of the country is impossible.
It is considered to be necessary for people in our country to know at least
three languages: Turkmen, Russian, and English. Language occupies the main
place of the human life. The following wise proverbs which created by our
ancestors are not in vain: “A man who knows one language, he is one man, a man
who knows two languages, he is two men”, “Wealth of language-wealth of
country”, “The most clever man learns a language”, “A man who knows many
languages knows a lot”, “Language is a prosperity”. When a person comes across
with these wise proverbs he will change his thought about language.
Learning languages was also our ancestors’ wish that their posterity would learn
foreign languages and enrich their knowledge. Nowadays to fulfill our ancestors’
wish should be our main aim. We are the future teachers of Turkmenistan. My
speciality is English language. In order to teach our young generation a foreign
languageand widen their outlook, it is necessary to pay attention not only the
language and culture itself but also the methods of teaching of the target language.
All necessary conditions for expansions in the sphere of scientific-research works,
deepening of their subject are created; large funds are invested for this purpose.
Great activities are carried out to gain tremendous achievements in the sphere of
national science in the period of new revival and great reforms that inspires our
hearts. Essential facilities are created to train scientific specialists, to use the
intellectual potentials of our nation fully. All necessary conditions for expansions
in the sphere of scientific-research works, deepening of their subject are created;
large funds are invested for this purpose.
One of the main concerns of our state is to provide our young generation with
happy, prosperous, abundant life, world standard quality education in order to
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increase their knowledge and widen their outlook and to prepare qualified, honest,
hard-working professionals out of them. New modern buildings of secondary and
higher schools, kindergartens and children’s recreation centers are continuously
under construction in Ashgabat and other regions of the country. The new methods
of specialists’ training are worked out, the number of high school students are
consistently increased, new efficient plans and programs are implemented.We can
name all these as a result of our President’s tremendous efforts and activities. Here
we should mention one thing, in particular, the fact that all newly built educational
centers are equipped with modern computers, devices and multimedia technologies
that are connected to internet.
The theme of my course paper is “Teaching and Learning with The Web”.My
course paper consists of three parts: Introduction, Main Part and Conclusion.
Introduction presents the subject matter of the present paper, the main aim of the
study and the objectives which are followed to achieve this aim, along with the
novelty of the research, its practical significance, and the methods which are
deployed to conduct the research.
Conclusion summarizes the research conducted in the paper and presents the final
statements.
Bibliography lists all the sources used in the research process.
The theme of my research work is“Teaching and Learning with the Web”.I
think it is an interesting theme to investigate not only for students but for those
who are interested in the language. I would like to work on the different versions
of the material and constructively evaluate the sections of the work. I hope I would
be able to reflect many valuables suggestions in my research work. It may be used
in class with a teacher. The work will probably be most useful for more advanced
level students for reference and practice. The work can be used for immediate
consolidation on latest revisions on the remedial work. It might be used by the
whole class or by individual students needing extra help. They may of course be
used by the teacher as a source of ideas and information on which to base a lesson
on the theme.

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 II. MAIN PART: TEACHING AND LEARNING WITH THE WEB

1.GENERAL IDEA OF TEACHING WITH THE WEB

Web-based learning- is anywhere, anytime instruction delivered over the internet or
a corporate intranet to students and other learners via a browser. Contrary to
traditional learning methods, web-based learning lets students, employees in training
and casual learners participate in an organized learning experience regardless of
their physical location. In its formative years, web-based learning tools primarily
enabled the delivery of learning material directly from a teacher to a learner. Now,
the web-based learning experience has evolved to enable more multidirectional
communication using increasingly interactive tools. Learners have greater freedom
in choosing how they receive and respond to web-based learning content.
Web-based education is delivered using a combination of static and interactive
methods. Static approaches include learning portals, hyperlinked pages, screen cam
tutorials, streamed audio and video and live web broadcasts. Interactive methods are
approaches such as discussion forums, chats and desktop video conferencing.
There are three main criteria a teacher should follow to ensure an effective web-
based learningprogram:
1. Mobile-friendly. People live on their devices, and web-based learning must
take advantage of that. Training prompts, other reminders and congratulations on
training achievements should be sent to smartphones and other mobile devices
through mobile apps.
2. Social features. Social media, or a platform that emulates social media’s
basic features, can give learners a way to receive updates, respond to training
requirements and communicate with each other.
3.Instructional design. Web-based learning experiences should use a wide
range of offerings to suit diverse learning styles, including quizzes, infographics,
podcasts, demonstrations and narrative-based teaching materials. Web-based course
development apps use authoring tools that allow even those without coding
experience to create these different offerings.
There are two primary models of web-based learning systems: synchronous,
also known as instructor-led, and asynchronous or self-directed and self-paced.
Basically, synchronous e-learning requires participants to be present, albert
virtually, at the same time, whereas asynchronous e-learning doesn’t. Examples of
synchronous e-learning methods include the use of scheduled and timed online tests,
virtual classrooms, web conferencing technology and interactive shared whiteboards
that learners can use to collaborate. Examples of asynchronous e-learning methods
include the use of discussion groups and self-paced learning courses.
Teaching on the Web is an art that can and should be informed by empirical
research and sound psychological principles. Individuals or multidisciplinary teams
create online learning resources; they require artistry and creativity. The tools for
creating Web-based learning experiences are becoming more and more powerful
and easier to use, and the technology is advancing at an astonishing rate. To be
effective, teaching on the Web is informed by research and theory. It is in the
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domains of psychological research, theory, and their application that this part makes
its contribution. The Web provides “fingertip access” to the worlds of information.
The range of research relevant to learning and teaching on the Web is unusually
broad. There are important works on Web-based learning itself, and advances in the
psychology of learning inform thinking and practice. The Web offers unique
opportunities and pitfalls associated with individual differences in areas such as
cognitive style, tolerance of ambiguity, and locus of control. As a medium, the Web
is not well suited to lengthy presentations of text, although book-length manuscripts
can easily be made into Web pages. It is an ephemeral medium that encourages brief
interactive encounters. The Web favors graphics over text, browsing over
contemplation, and economy over depth. The dilemma for educators is how to build
on the strengths of the Web without being shallow. The solution is quality over
quantity. Links to other Web sites, annotated bibliographies, suggestions for further
inquiry, and even links to more elaborate experiences within the same Web site are
proven devices for piquing visitor interest and encouraging further exploration. The
Web holds great promise as a learning technology, in large measure, because of its
potential for making abstract notions tangible. Informal learning environments are
places where visitors can explore, interact, play, and learn from experience.
The web is brimming with useful resources that can enhance an educator’s teaching
experience. If you find the right websites, forums, and online tools, it can make your
planning simpler and more enjoyable while making your lessons more engaging and
relevant to today’s students. You can also tap into a community of like-minded
teachers who are eager to share what’s working in their classrooms. Start taking
advantage of the best teaching tools and support available online, and play your part
in innovating education.

Method1.Tapping online resources for lesson planning.

1.Identify websites made for teachers. Become familiar with the various types of
websites that are specifically designed to support classroom teachers and instruction.
Do an online search for things such as lesson plans, exercises, quizzes, handouts, or
posters to check out the variety of sites and support materials available. Bookmark
and use the ones that seem most useful.
 There are some teaching websites dedicated to specific subjects, like the
National Science Teachers Association website for science or The National
Writing Project for writing.
 Other websites, like Teachers First or Education World, offer hubs for
teaching on all subjects and to any level. Use the site search functions to find
appropriate resources for your field.
 Not all web resources for teachers are created equal. Be sure to evaluate the
accurateness and appropriateness of the content as well as the credentials of
the author or organization behind the site before you use it in your teaching.
2.Find web resources for a particular lesson or curriculum. The internet is
overly rich in both resources and distractions, so it’s often best to gear your online
searches towards a specific lesson plan. If you’re about to start To Kill a
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Mockingbird with your class, begin by searching for “To Kill a Mockingbird lesson
plans.” If you’re gearing up for a unit on trigonometry, try a “teaching
trigonometry” search. Consider how you can replicate those tools or resources and
personalize them to the needs of your students.
3.Track down additional support materials online. Once you have an idea of
what you’d like to cover, try searching non-teaching-related websites for any
additional materials that could contribute to your lesson. Public and education-
oriented organizations like museums, libraries, universities, nonprofits, and
government agencies will often have impressive online archives with photos, video,
sound files, copies of original documents, maps, and such to support your teaching.
 For example, if you’re covering the Harlem Renaissance, take advantage of
The Smithsonian’s online exhibition of African American Art. Or, if you’re
teaching about astronomy, use NASA’s archive of images from the Hubble
Space Telescope.1

Method 2. Bringing Online Resources into the Classroom

1.Create a class home page. It helps to give students an online touchpoint for your
course where they can check in and find everything they need for it. It offers a
centralized place where you can upload readings, assignments, notes, calendars,
announcements, and other materials for your class.
 Many schools offer secure, in-house software like CourseWeb that makes it
easy to put together a class home page.
 If you don’t have access to CourseWeb and don’t have any programming
know-how, it’s easy to create your own website for free with user-friendly
platforms like Wix or WordPress. This is also a good idea if you’d like your
course materials to be available to the public.
 Many free web page hosts also offer a blog function that allows for multiple
contributors so that your students can also use the course home page as a
communication hub where they can interact with each other and post
reflections, questions, and comments. If you make contributing to blog part
of the course requirements, it can foster discussion and collaboration outside
the classroom.
2.Bring authoritative websites into the classroom. If you approve of a particular
site or find that it has useful supporting materials for your lesson, have your students
interact with it. Besides giving your students access to excellent resources,
information, and primary source materials, this will help them identify what makes
an online resources valuable and legitimate sources for research.
 You can have students visit the official sites for museums, libraries,
universities, government agencies, nongovernmental organizations, and
reputable print media to do the readings for a lesson or track down sources for
assignments.
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Baldwin-Evans, K. Key steps to implementing a successful web-based learning
strategy. - London, 2006
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  For example, if you’re doing a lesson on scientific breakthroughs, you could
use the related biographies, speeches, and videos available on the Nobel
Organization’s website.
3.Enhance lectures with multimedia web resources. Add interest to traditional
lectures by sharing visuals, video clips, or audio files. Doing so can provide great
support and illustrations for your points while keeping students engaged in your
argument through visual and audio stimuli.
 While PowerPoints are fine and dandy, using them continuously can put
students in a place of redundancy. Instead, try challenging students to engage
with their peers in dyads or triads (groups of two or three) by reflecting on
their learnings together.
 If you’re discussing a particular poem, share an audio clip of the poet reading
it aloud. If you’re talking about the Vietnam War, find a video clip that
provides a glimpse of the media coverage associated with the conflict.
 Try Vimeo, YouTube, and news media sites for video clips. A Google Image
search is great for photos and graphics. If you’re looking for material that you
can download or that’s in the public domain, try searchable collections like
the Library of Congress or Archive.org.
4.Use a collaborative platform as part of your class. This could be anything from
a blog to a wiki to a shared web page. The only requirement is that your students get
to actively participate in it as authors. Working together online helps to extend
lessons and foster community beyond the classroom while giving students a sense of
ownership over their own learning.
 For instance, create a blog for your class where students can share their
assignments, respond to other students’ work, ask questions, and/or post on
topics related to the class.
 Sometimes students feel more able to express themselves online than in
person. This gives those individuals a chance to participate and contribute
even if they’re shy about speaking up in the classroom setting.
 If you make your blog, wiki, or web page into a resource that’s available to
the public, it can help motivate students to do their best work and feel like
they’ve accomplished something meaningful through doing an assignment.
5.Incorporate online tools into your lessons or assignments. Introduce students to
apps that advance their studies while building 21st-century skills like digital
literacy. That way, they can get hands-on knowledge of a specific subject and
general preparation for their future at the same time.
 For instance, if you’re teaching geography, why not use Google Earth? Or,
search for the latest educational apps, such as Glogster, a multimedia tool that
helps students learn about communications and design while completing their
assignments.
 Using online and multimedia tools can also help accommodate a wide range
of learning styles, giving students who might be more attuned to visual
orauditory learning a chance to thrive.1
Baldwin-Evans, K. Key steps to implementing a successful web-based learning
1

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Method3.Contributing to Web Resources for Teaching
1.Record yourself giving a lesson. Use the audio or video recording capabilities of
your computer or electronic device to document your teaching. Save the file with
the title of your lesson and upload it to a web host. This will make your lesson
available to fellow teachers and curious web-browsers. It also offers a convenient
resource for students who are looking to review course materials or catch up on
material they missed due to absence.
 Free audio recording software is available at http://audacity.sourceforge.net/
 If you would only like this material to be available to a limited audience (such
as your enrolled students), encrypt your recording with a password.
2.Post your original lesson plans and/or course materials online. You’ve
benefited from web resources, now it’s time to pay it forward. If you have a lesson
plan or handout that worked well, make it publicly available on a personal website
or teaching forum.
 If you’re comfortable with people adapting and/or adding to your lesson, post
it on a site like Reading International Wiki. This will turn your materials into
a collaborative writing project and put them in the public domain.
3.Join a teaching listserv or forum. Pick one that’s related to your field, and join
the conversation. It’s a great way to hear about how other teachers have used online
resources in their real-life classrooms. Share your findings and bounce ideas off
colleagues. It could even lead to an exciting collaboration!
 Most websites and organizations dedicated to teaching have their own
associated forums and/or listservs. If you have go-to teaching website or a
group that you’re already affiliated with, that’s a good first place to look.

2. GENERAL IDEA OF LEARNING WITH THE WEB

Web-based learning, otherwise referred to as online learning, is widely
gainingpopularity nowadays. It includes online courses, instructor-led live
sessions, and many other forms of online learning. Web-based learning as a type
of eLearning WBD, in most cases, is an instructor-led training that can be both
held live or with pre-recorded lessons. Web-based learning is a type of e-learning
where all the learning materials and tools are web-based. For instance, various
communication tools are used for Q&As or group projects. Design tools are used
for slides, and video conferencing tools are for live training sessions.
Now, it is time to review the advantages of web-based learning.Web-based
learning comes in handy with lots of advantages. Some of them are presented
down below.
 Flexible. Web-based learning is extremely flexible. You can work
whenever you want and create schedules that suit you best. This will
allow you to stay motivated and productive.
 Saves Time. Web-based learning allows you to save a great deal of time.

strategy. - London, 2006

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 Time is the most important resource we have nowadays, so why should
we spend it on setting up traditional space for the class or transportation?
Instead, we can save that time and invest it more wisely.Web learning
allows you to save time on transportation, and it also allows you to save it
on various education-related processes.
 Self-paced.Self-paced learning is a great opportunity for students to enjoy
learning and acquire the material better. They can pause the pre-recorded
course at any time. While they pause, they can take notes, browse the web
to find more information, or visit additional materials linked to the
course. This will enrich the student learning experience. Yet, it won't
pressure them into strict deadlines or time frames. Due to the learning
experience being self-paced, it will also develop time-management and
self-motivation skills in students. These will help them to develop a sense
of responsibility and accountability for their own learning processes.
 Access to Unlimited Web-based Tools. Through web learning, both you
and your students have unlimited access to hundreds of web tools. These
can greatly enhance the learning experience. For instance, they can use
various internet resources, forums, and other communication tools. They
can use design tools to create infographics or other materials for group or
individual projects. This access will enhance the learning experience. It
will help students become much better acquainted with the digital world.
 An Efficient way of delivery of course materials. In web-based
learning, you can provide full course material. E.g., outline, goals and
tools, and link to many other resources that will improve the student
learning experience.
 Improves Technical Skills. Web-based learning dramatically contributes
to the improvement of technical skills. In this era of digitization, it is vital
that we are aware of various online tools and the techniques for using
them properly and efficiently. These online automation tools are meant to
save time, so we might as well commit to learning how to use them.
 On-demand availability. E-learning tools and services meet the needs of
those with busy schedules because they are commonly always available on
demand. Learners can access material delivered online as long as they have
access to the e-learning application.
 Not requiring travel. E-learning is especially conducive to cohort learning
where groups of people who live in different locations work on obtaining a
new skill or knowledge set
 Cost efficiency. In a traditional, on-person classroom setting, the cost of
the space, infrastructure, maintenance and materials adds up. Most of these
costs go away when learners online.

3.THE TECHNOLOGIES USED IN THE WEB

Educational technologies are often initially defined in terms of hardware: the
computers or mobile devices our students will use and the networks — wired and
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wireless — that connect them. The physical equipment will of course be a major
and essential component of any technology plan and has to be considered carefully
in terms of both available resources and learner accessibility, whether your web-
based model includes an in-school computer lab or a bring-your-own-device
flipped classroom. To understand the contributions technology can make to
learning, we need a broader definition of educational technologies.
Technology is a tool or system used to solve problems. In education, that means
“things or tools used to support teaching and learning”. Under this definition,
educational technologies — as tools — can include software (such as word
processors), systems (such as learning management systems), services (such as
YouTube or Google Docs), and environments (such as virtual worlds), as well as
the hardware and networks on which these all depend. It can also include
traditional “technologies” such as blackboards and textbooks, though we will focus
here on their online or digital counterparts.
The other component of the definition is equally important: technologies solve
problems. A tool becomes a technology when it is applied with some intention to
meet some human need; the definition of an educational technology will include its
teaching or learning purpose. In many cases, this will mean delivering learning
content as various forms of media (e.g., text, video, games), but it can also include
social or collaborative activities (such as discussion boards or videoconferencing)
or the creation of artefacts by learners (assessment activities or e-portfolios). The
purposes we identify and the problems our technologies are meant to solve reflect
our values and priorities as educators; our technological choices should go beyond
whatever is trendy or new.
The remainder of this chapter will present an overview of some of the technologies
available for teaching and learning in web-based learning environments, along
with example applications and key issues to consider when adopting these
technologies. As you work through the list, it is important to see it not only as a
catalogue of available tools but as technologies (1) creating opportunities for
particular forms of learning, whether instructional, collaborative or constructive
and (2) solving specific educational problems.
Given the rapid rate of technological change, it is neither possible nor useful to try
to capture a complete snapshot of currently available tools in a guidebook such as
this. What is effective today may cease to exist tomorrow, replaced by an entirely
new technology opening up unexpected and innovative possibilities for teaching
and learning. Technologies also famously move through a “hype cycle”, often
reaching a peak of popular interest only to vanish into obscurity before reappearing
with more modest, mainstream applications. Our goal in the following is not to
recommend specific tools we believe all web-based learning educators should be
using. Rather, it is to present broad categories of technologies, or technological
themes, that meet teaching and learning objectives and should tend to persist even
as the individual tools come and go.
Learning Management Systems
A learning management system, or LMS, is often the technological cornerstone of
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a web-based learning environment. An LMS is an integrated software application
to deliver content and resources online, to provide interaction or collaborative
workspaces, and to manage complete student, course and programme
administrative functions, including registration, assessment and analytics.
There are several large commercial vendors of LMSs, including Blackboard and
Desire Learn, as well as popular, fully functional open-source alternatives, such as
Moodle and Canvas.
An LMS is typically implemented on a school-, institution- or district-wide level
and requires vendor or in-house infrastructure and technical support. However,
there are also web-based classroom management systems, such as Google
Classroom, that can be initiated by individual teachers, as well as subscription-
based LMSs, typically used for workplace training; applications of these simpler
systems are often limited to posting a course syllabus, receiving student
assignments and using basic discussion boards.
A full LMS can be a complete, end-to-end solution for eLearning. Having been
developed originally for delivering correspondence content online, LMSs are
sometimes criticized for emphasizing student management while encouraging a
passive transmission model of instruction, including surface-level assessments
such as multiple-choice quizzes. Indeed, in a flipped classroom model of web-
based learning, the LMS may be used primarily to allow students to access video
lectures or other content between campus-based classes. However, through the
careful planning and facilitation of discussion boards, chat and collaborative
workspaces (now often supporting audio or video submissions as well as text), an
LMS can
provide a home base or platform for learners to participate in deeper, more
reflective, and constructivist-based communities of inquiry.
Another common criticism of LMSs is that they can increase student and teacher
workload; as always with web-based learning, it is important to consider activities
within the LMS not as merely an add-on feature of the course but as integral
components of the overall course structure.
We will look at LMSs again in the next chapter as key to developing web-based
learning, as they provide an easy way to integrate many technologies into one
platform.

A. Web Conferencing
Web conferencing can be used in web-based learning as an online counterpart to
classroom-based tutorials, seminars or any synchronous (real-time) learning
activity, such as collaborative, project-based work. Its most typical applications are
for oneto-many slideshow-based presentations (webcasts) and many-to-many
group meetings (webinars), but it can also include one-to-one private tutorial or
innovative assessment sessions. Web conferencing tools are usually highly
multimodal, with simultaneous video, voice, text chat, whiteboard annotations and
screen sharing, making them rich and dynamic — but also complex — learning
environments.
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The more powerful web conferencing tools, such as Adobe Connect, Blackboard
Collaborate and Zoom, are typically offered as hosted web services with
subscriptions on a monthly or per-user basis, though some may be installed in-
house with appropriate technical support and infrastructure. These systems often
include more advanced features that can mimic certain classroom activities, such
as polling or breakout groups, and can therefore be effective for varied and
interesting workshop-style learning sessions. As with LMSs, there are also low-
cost or free alternatives, such as Skype10 and BigBlueButton,11 that can be
implemented by individual teachers as open-source alternative. These tools are
usually more limited and are used primarily to allow for live, personal and
spontaneous learning discussions and brainstorming sessions between students and
teachers.
Criticisms of web conferencing in web-based learning usually revolve around
accessibility, complexity and capacity. As with any synchronous learning activity,
web conferencing requires learners to log in at scheduled times, which may
undercut some of the flexibility we hope to achieve through online web-based
learning. It can also require stable, high-bandwidth Internet connections, which
may make it less accessible for some learners or locations. While its multimodal
capabilities can ultimately lead to stimulating class sessions appealing to a wide
variety of learners, they can also initially be complex and overwhelming; training
sessions and ongoing technical support may be necessary. Finally, there can be
capacity limitations for many of these tools or services, such as limits on the
number of simultaneous users or minutes per month, which have to be considered
when planning a web-based learning programme.
Nevertheless, the dynamic qualities of web conferencing environments and the
sense of direct, personal connection through video and voice make these tools
particularly effective for developing social and teaching presence, while the
potential for collaboration can lead to more creative and flexible forms of learning.
Web conferencing tools can be used for a variety of purposes, including:
• Teaching and learning: Web conferencing can be used to deliver lectures, hold
office hours, and conduct group discussions.
• Meetings and collaboration: Web conferencing can be used for team
meetings, project brainstorming sessions, and client presentations.
• Training and professional development: Web conferencing can be used to deliver
webinars, training courses, and workshops.
How is web conferencing used in web-based learning?
Web-based learning is a type of learning that combines face-to-face instruction
with online learning. Web conferencing can be used to enhance web-based
learning in a number of ways, including:
1.Providing flexibility for students: Web conferencing allows students to
attend classes and participate in group discussions from anywhere they
have
an internet connection. This can be especially beneficial for students who\
have busy schedules or who live far from the school or university.
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2. Making learning more interactive: Web conferencing allows instructors to
use a variety of multimedia tools, such as videos, presentations, and
whiteboards, to make their lessons more engaging. It also allows students to
interact with each other and with the instructor in real time.
3.Personalizing the learning experience: Web conferencing allows
instructors
to provide individualized feedback to students and to tailor their instruction
to meet the needs of each learner.
There are a number of benefits to using web conferencing in web-based learning,
including:
• Increased flexibility and accessibility: Web conferencing allows students
to learn at their own pace and on their own schedule. It also makes learning
more accessible to students who have busy schedules or who live far from
the school or university.
• Improved student engagement: Web conferencing makes learning more
interactive and engaging for students. It allows them to interact with each
other and with the instructor in real time, and it gives them access to a
variety of multimedia tools.
•Enhanced learning outcomes: Studies have shown that web conferencing
can lead to improved student learning outcomes. This is because it allows
students to receive more personalized attention and to participate in more
active learning activities.
There are also a few challenges to using web conferencing in web-based learning,
including:
• Technical difficulties: Web conferencing can be affected by technical
difficulties, such as poor internet connection or software glitches.
• Technology learning curve: Students may need time to learn how to use
web conferencing tools effectively.
• Lack of face-to-face interaction: Web conferencing can lack the face-to-
face interaction that is important for some learners.
Instructors can overcome the challenges of using web conferencing in web-based
learning by:
1. Using reliable technology: Choose web conferencing tools that are
reliable and easy to use.
2. Providing training and support: Provide students with training on how
to use web conferencing tools.
3. Creating a supportive online learning environment: Create a
supportive
online learning environment that encourages interaction and
collaboration.
Overall, web conferencing is a valuable tool that can be used to enhance web-
based learning. By providing flexibility, increasing engagement, and improving
learning outcomes, web conferencing can help students achieve their goals.

14
B. Digital Textbooks
Digital textbooks, or e-texts, potentially offer significant advantages over printed
texts: lower initial and updating costs; improved accessibility, flexibility and
customization (including localized material); and richer learning experiences
through multimedia content, embedded assessments, and interactivity. They are
often considered key components of educational reform, and several jurisdictions
have begun mandating the widespread adoption of digital texts.
Digital textbooks are available both through commercial publishers and through
open-source initiatives. While commercial e-texts will typically be promoted as
being of higher quality or better aligned with regional or national standards, the
higher cost warrants a careful comparison between commercial and open-source
alternatives; open-source texts are often of equal or even higher quality and offer
additional advantages. Open-source texts can be shared freely and, unlike many
commercial texts, never expire, allowing students to retain them as permanent
references. They can be easily updated, modified or supplemented with locally
relevant content or problem-based assessments, or adapted for special learner
populations, and those modifications can in turn be shared with the broader
teaching community.
Despite the potential for much lower costs, the development or adaptation of
digital texts, especially those with rich media or interactive simulations, can still be
a significant expense or require release time for teachers. Digital texts may also
place a greater burden on students if they are expected to provide their own laptops
or tablets, limiting the promise of greater accessibility. Studies have also raised the
question of whether students in fact prefer printed texts, despite the convenience of
bookmarking, searching and other usability features of digital texts.
Nevertheless, digital textbooks will be a key educational technology in online and
web-based learning. n the ever-evolving landscape of education, digital textbooks
have emerged as a transformative force, revolutionizing the way students learn and
educators teach. These electronic versions of traditional textbooks offer a
multitude of advantages over their physical counterparts, making them an
invaluable asset in modern classrooms.
Enhanced Accessibility and Portability
Digital textbooks eliminate the cumbersome weight and bulk of traditional
textbooks, allowing students to carry an entire library of books on a single device.
This unparalleled portability is a boon for students on the go, enabling them to
seamlessly transition between learning environments, whether at home, in transit,
or at the library.
Interactive and Customizable Learning Experience
Digital textbooks go beyond mere text, incorporating a wealth of interactive
features that enhance engagement and comprehension. Embedded videos,
animations, and simulations bring concepts to life, while interactive exercises and
self-assessments provide real-time feedback, helping students gauge their
understanding and identify areas for improvement.
Personalization and Differentiation
15
Digital textbooks cater to individual learning styles and preferences by offering
customizable features like adjustable font size, background color, and text spacing.
This personalization fosters a more comfortable and engaging reading experience,
allowing students to tailor their learning environment to their unique needs.
Real-Time Collaboration and Annotation
Digital textbooks facilitate real-time collaboration and annotation, enabling
students to share notes, highlight key passages, and engage in discussions with
their peers. This collaborative learning approach promotes active engagement,
fosters a sense of community, and encourages the exchange of ideas.
Cost-Effectiveness and Environmental Benefits
Digital textbooks often prove to be more cost-effective than their physical
counterparts, as they eliminate the need for printing and distribution. Additionally,
digital textbooks reduce the environmental impact associated with paper
production, deforestation, and transportation.

Integration with Educational Technology

Digital textbooks seamlessly integrate with various educational technologies,
including learning management systems, online assessment platforms, and
adaptive learning tools. This integration streamlines lesson planning, facilitates
personalized instruction, and provides valuable data-driven insights into student
performance. Challenges and Considerations
While digital textbooks offer a plethora of benefits, they also present certain
challenges that educators and institutions need to consider:
• Technology Access and Infrastructure: Ensuring equitable access to digital
devices and reliable internet connectivity is crucial for the effective
implementation of digital textbooks.
•Digital Literacy and Training: Both educators and students require adequate
training in the use of digital textbooks and their interactive features to
maximize their benefits.
• Copyright and Fair Use: Educators must be mindful of copyright restrictions
and adhere to fair use guidelines when incorporating digital content into their
lessons.
• Digital Divide and Equity Issues: Ensuring that all students have access to
digital textbooks and the necessary technology is essential to bridge the
digital divide and promote equity in education.
Digital textbooks are undoubtedly transforming the educational landscape, offering
a dynamic and interactive learning experience that caters to the needs of today's
students. By embracing the potential of digital textbooks, educators can create
engaging and personalized learning environments that foster deeper understanding,
promote collaboration, and prepare students for success in the digital age. As
technology continues to evolve, digital textbooks will undoubtedly play an
increasingly pivotal role in shaping the future of education.

C. Blogs and Wikis

16
Blogs and wikis are online writing tools; in web-based learning, blogs are
primarily used for individual, reflective writing, while wikis can be very effective
for collaborative research and writing activities. A blog is an online diary that can
be shared across the class or with the general public, allowing individual learners
to write reflectively about their own learning and to receive feedback from their
peers. Beyond reflective writing, common blog-based learning activities include
reviewing and critiquing online articles or resources, journaling about experiences
in project- or field-based studies (acting, in essence, as a form of e-portfolio), or
citizen journalism. Recently, microblogging has become a popular form of
recording momentary experiences or commenting on online references.
Twitter is an example of microblogging, and while it may not be effective for
deeper, reflective writing, it can be used creatively for connectivist activities such
as tagging useful learning resources, as with social bookmarking, described below.
Wikis are collaborative writing spaces constructed around interlinked webpages.
Using a custom markup language and management tools, learners (with the
appropriate access) can create or edit any wiki page at any time, with all
modifications stored in a restorable list of revisions, allowing for highly
constructivist learning activities. Some common activities include brainstorming,
group essays, or class books (including digital textbooks); wikis can also be
effectively used for collaborative class planning or syllabi, as often found in
connectivist MOOCs (cMOOCs). Wikis are very flexible and allow for a number
of creative and innovative forms of learning; however, that flexibility comes at the
cost of complex page management and a non-intuitive markup language, making
wikis challenging for novice users.
Blogging tools and wikis are often available within LMSs or can easily be created
through commercial or non-profit services such as Blogger, EduBlogs or
WordPress. MediaWikiis an open-source software for creating wiki platforms.
This software actually powers the Wikipedia platform.
We must note, however, that with any commercial service used in education,
learner privacy issues must be considered. In the dynamic realm of web-based
learning, blogs and wikis have emerged as versatile tools that complement face-to-
face instruction and foster a vibrant online learning community. These web-based
platforms provide a rich environment for collaboration, knowledge sharing, and
personalized learning, enriching the overall web-based learning experience. 1
Blogs serve as powerful platforms for reflective learning and personal expression
in web-based learning environments. Students can utilize blogs to:
• Document their learning journey: Blogging provides a space for students to
reflect on their understanding of concepts, track their progress, and synthesize
information gathered from various sources.
• Engage in self-assessment and peer review: Blogs facilitate self-assessment by
encouraging students to critically evaluate their own work and seek feedback
1
Baldwin-Evans, K. Key steps to implementing a successful web-based learning
strategy. - London, 2006
17
from peers.
• Share unique perspectives and insights: Blogs offer a platform for students to
share their unique perspectives, interpretations, and creative expressions related
to the course material.
• Connect with a wider audience: Blogs allow students to connect with a broader
audience beyond the classroom, fostering a sense of community and encouraging
engagement with diverse viewpoints.
Wikis, on the other hand, excel in collaborative knowledge construction and
information sharing. Students can leverage wikis to:
• Create and curate a shared knowledge base: Wikis provide a collaborative
platform for students to contribute their knowledge, create comprehensive
summaries of key concepts, and build a collective repository of information.
• Engage in group projects and research: Wikis facilitate collaborative group
projects and research endeavors, enabling students to work together on tasks,
share resources, and track progress effectively.
• Explore diverse perspectives and interpretations: Wikis foster a dynamic
environment for exploring diverse perspectives and interpretations of course
material, encouraging critical thinking and open-mindedness.
• Contribute to a living learning resource: Wikis serve as living learning resources,
constantly evolving with the contributions of students, providing a valuable
source of reference and review material.
Effective Implementation of Blogs and Wikis in Web-based Learning
To effectively integrate blogs and wikis into web-based learning environments,
educators can consider the following strategies:
- Clear Objectives and Guidelines: Clearly define the purpose and objectives of
using blogs and wikis, providing students with specific guidelines and
expectations for their participation. - Integration with Coursework: Align blog
and wiki activities with the overall course content and learning objectives,
ensuring that these tools contribute meaningfully to the learning process.
- Promote Active Participation: Encourage active participation by incorporating
blog and wiki activities into assessments, grading rubrics, and class discussions.
- Facilitate Collaborative Learning: Utilize blogs and wikis to promote
collaborative learning activities, such as group projects, peer review sessions,
and online discussions.
- Provide Ongoing Support and Feedback: Offer regular feedback and guidance
to students on their blog and wiki contributions, helping them refine their
writing, critical thinking, and collaboration skills.

D. Social Bookmarking, Mashups and Digital Storytelling

Social bookmarking is the relatively straightforward activity of collecting, tagging
and sharing online resources such as articles, news reports or images. In web-based
learning, social bookmarking activities can provide the basis for critical in-class or
online discussions about the resources themselves and the reliability of web-based
information.
18
Mashups extend the idea of social bookmarking to allow learners to compile,
combine and remix online resources and data in more structured ways to produce
new interpretations or meaning. These new structured forms can include
knowledge mapping, historical timelines or data visualization and can be powerful
tools for developing learners’ research skills. A simple example is Wordle, a web
service for creating word clouds, but we can expect to see more sophisticated
analytical tools emerge over the next few years.
Digital storytelling can, in turn, be considered an extension or “completion” of the
notion of mashups and can be a very rich and meaningful learning experience.
Through digital storytelling, learners combine a range of media — text, images,
video, audio, maps and data — to craft a unified narrative. Storytelling can be a
powerful way for individual learners to explore and express personal experiences,
while collaborative storytelling can be the basis for group research projects and
constructivist learning around multiple points of view. Course curricula can be
structured around extended storytelling projects, and as learners develop their
stories over the term, they also develop a wide range of digital literacies, as well as
important higher learning skills such as analyzing, evaluating and synthesizing
information. In web-based learning, digital storytelling activities can be effectively
combined with in-person presentations and can be applied at almost any
educational level, from primary to post-secondary.
Mashups are becoming increasingly popular in web-based learning, which is a type
of learning that combines face-to-face instruction with online learning. Mashups
can be used to create a more engaging and personalized learning experience for
students.
Here are some of the ways that mashups can be used in web-based learning:
- Combine different web services to create new learning experiences.
- Create personalized learning paths for students.
- Make learning more interactive and engaging.
- Provide students with access to a wider range of resources. - Help students to
connect with each other and with experts in the field.
Using mashups in web-based learning can also help to overcome some of the
challenges of traditional web-based learning, such as:
- Making the transition from face-to-face to online learning easier for students.
- Providing students with the support and guidance they need to succeed in an
online learning environment.
- Making it easier for educators to track student progress and provide feedback.
Here are some examples of how mashups are being used in web-based learning:
A. A mashup of a weather service and a map service could be used to create a
learning experience that teaches students about climate change.
B. A mashup of a history website and a video sharing site could be used to
create a learning experience that teaches students about the American
Civil War.
C. A mashup of an online learning platform and a social media site
could be used to create a learning experience that helps students to connect
19
with each other and with experts in the field.
Increased engagement: Mashups can make learning more engaging and interactive
by combining different types of media, such as text, images, and videos. This can
help students to stay focused and motivated.
Personalized learning: Mashups can be used to create personalized learning paths
for students. This means that students can learn at their own pace and focus on the
areas that they are most interested in.
Access to a wider range of resources: Mashups can provide students with access to
a wider range of resources, such as online articles, videos, and simulations. This
can help students to learn more about a topic and get different perspectives.
Connection with others: Mashups can help students to connect with each other and
with experts in the field. This can help students to learn from others and get
support.

D. Simulations, Serious Games and Virtual Worlds

Simulations, serious games and virtual worlds are more advanced forms of
educational technology, and the lines between them are often blurry. Simple
simulations can often be incorporated into web-based learning as open educational
resources to help illustrate mathematical, technical or scientific concepts; Khan
Academy offers a number of such simulations. As simulations become more
complex, asking learners to consider trade-offs and multiple values, they begin to
take on more of the nature of a serious or applied game.
A game is considered “serious” (though hopefully still “fun”) when it is played
with some pedagogical purpose in mind, and can include games in which learners
explore environmental issues while playing the role of a city planner, or historical
patterns while developing a civilization. Some serious games, such as flight or
medical simulations, immerse learners in three-dimensional settings and begin to
take on the characteristics of virtual worlds. The full concept of a virtual world is
reached when learners can begin to interact with other learners within the
threedimensional space. SecondLife is the most familiar example, though there
have been experiments with learning in “massively multiplayer online role-playing
games” or MMORPGs.
Other than simple simulations, which are commonly used in web-based learning,
and some serious games, these more immersive technologies can be very
demanding in terms of equipment, resources and learner support.

E. E-portfolios
Electronic portfolios, or e-portfolios, are collections of writing, documents and
other artefacts maintained individually by students to demonstrate their learning
over a course or programme. Although they are typically considered in terms of
assessment (e.g., as a “capstone” project) or as showcasing skills and achievements
(for future employment), e-portfolios can also play an important developmental
role, requiring learners to reflect on their work and evaluate it objectively. In this
way, an e-portfolio becomes more than a mechanical assessment exercise; it
20
encourages learners to take a broader, holistic view of their learning, to understand
their own learning progress over time and to find meaning in the work they have
done.
Electronic portfolios can be integrated into LMSs or be based on software or web-
based applications, and they can be valuable additions in any learning environment
— online, in-person or web-based. Mahara is an opensource e-portfolio system
that can be integrated into Moodle.
E-portfolios have emerged as an invaluable tool in web-based learning
environments, fostering a dynamic and interactive learning experience that caters
to the diverse needs of today's students. By providing a centralized platform for
showcasing student work, tracking progress, and facilitating self-reflection, e-
portfolios empower students to take ownership of their learning journey and
enhance their overall academic success.
Enhancing Engagement and Personalization
In web-based learning settings, e-portfolios transform traditional portfolios into
interactive and engaging digital repositories of student learning. These online
platforms allow students to curate their best work, showcase their skills and
achievements, and reflect on their progress throughout the course. By providing a
personalized space for self-expression and creativity, e-portfolios encourage active
engagement and promote a deeper understanding of the course material.
Promoting Collaborative Learning and Feedback
E-portfolios foster a collaborative learning environment by enabling students to
share their work with peers, instructors, and potential employers. This peer-to-peer
feedback mechanism allows students to learn from each other's strengths, gain
valuable insights into their own work, and develop their critical thinking and
communication skills. Additionally, instructors can provide constructive feedback
on students' e-portfolios, helping them identify areas for improvement and refine
their work.
Facilitating Self-Reflection and Assessment
E-portfolios serve as powerful tools for self-reflection and assessment, enabling
students to critically evaluate their learning process, identify their strengths and
weaknesses, and set goals for future growth. By documenting their progress over
time, students can gain a deeper understanding of their own learning styles and
preferences, fostering a sense of ownership and accountability for their academic
achievements. 1
Challenges and Considerations for Effective Implementation
Despite their numerous benefits, the integration of e-portfolios into web-based
learning environments presents certain challenges that educators and institutions
need to address:
Technology Access and Digital Literacy: Ensuring equitable access to technology
and providing adequate training in digital literacy skills are crucial for ensuring
1
Garrison, D. R. E-learning in the 21st century: A community of inquiry
framework for research and practice - New York, 2016
21
that all students can effectively utilize e-portfolios.
Clarity of Purpose and Guidelines: Clear communication of the purpose and
objectives of e-portfolios, along with well-defined guidelines for their creation and
evaluation, is essential for guiding students' efforts and ensuring meaningful
learning outcomes.
Time Allocation and Support: Integrating e-portfolio activities into the web-based
learning curriculum requires careful consideration of time allocation and the
provision of adequate support to students as they navigate the e-portfolio platform.
Assessment and Grading Rubrics: Developing clear assessment rubrics and
guidelines for evaluating e-portfolios ensures consistency and fairness in grading,
providing students with a clear understanding of expectations.
E-portfolios have undoubtedly transformed the landscape of web-based learning,
providing a dynamic and engaging platform for showcasing student work,
promoting collaboration, and facilitating self-reflection.
By embracing the potential of e-portfolios, educators can create personalized and
effective learning experiences that prepare students for success in the digital age.
As technology continues to evolve, e-portfolios are poised to play an increasingly
pivotal role in shaping the future of web-based learning.
While web-based learning is really nothing more than employing a variety of
media and methods to provide a mix of online and face-to-face learning, it can
become a very difficult process to select from the range of possible combinations
of elements, sequences and pacings. Once a web-based learning design is in place,
formative evaluation (continuous during the course or programme) and summative
evaluation (at the conclusion of the course or programme) must be a seminal part
of the quality assurance process.
In considering the quality of web-based learning, it is helpful to look at the use of
online environments and what they offer education. For quality online learning,
certain requirements must be present as key parts of any web-based environment;
these requirements can also be extended to synchronous or in-person activities as
the more traditional part of the web.
Online learning can:
• increase access;
• foster equity in the learning environment, as it is colour and gender blind and
class neutral;
• create affordable, convenient learning opportunities, and
• develop expanded learning skills for students related to self-direction,
selfregulation and collaboration.
Online opportunities can provide quality education to an expanded audience
previously left out of exclusive and often costly, geographically bound, place-
based education. Web-based learning, as a further development of online learning,
should strive to create these same benefits for learners through both its online and
in-person, face-to-face components. Quality assessment rubrics for web-based
learning have yet to be well-researched and implemented, and a significant, widely
accepted instrument to evaluate web-based learning quality is still unavailable.
22
According to Smythe, “the means to evaluate its effectiveness is frequently lacking
since there are a relatively limited range of tools and methods that support staff in
designing web-based learning curricula”. Creating such an instrument is a major
undertaking; web-based learning incorporates and integrates traditional and online
delivery methods, making it much more complex than unimodal delivery.

G. Schoology
Schoology is a cloud-based LMS that focuses on curriculum management,
resource sharing, and system-wide collaboration. The learning management system
Schoology was developed in 2007 by four college students: Jeremy Friedman,
Ryan Hwang, Tim Trinidad, and Billkindler.
Schoology's improved Google and Microsoft connectivity opens up new
possibilities for developing more engaging curricula that work with the resources
teachers already use. It's simple to integrate or attach Google Docs or Slides into a
class page. Schoology even makes a special copy for each person as soon as they
click on the link for the assignment.
The creation of a parent or grade-level group and the posting of class events and
school announcements there can help strengthen the relationship between the home
and the school. Important materials can be kept by teachers and school officials in
group folders that are accessible to everyone. Wherever they are, instructors and
students may communicate and learn together. To assist instructors in creating
assignments, Schoology includes options for course planning, you can link many
resources as a teacher, including tests, packages, discussion forums, and more. The
platform's options for personalised training let you provide your pupils
requirements and let them interact with content. There are various tools for
grading, such as highlighting and annotating.
Similar to how Edmodo or Google Classroom link with student information
systems, Schoology does as well. The platform enables administrators to link a
current learning management system with the student information system. The tool
provides a fantastic platform for post-secondary institutions as a result. The
assessment management platform at Schoology enables the formation of
assessment teams based on the courses to establish the course standards.
Additionally, standards can be modified to be applicable to numerous courses at
once. Additionally, assessments can be automatically updated and saved. The
platform's tools also enable you to evaluate pupils on various skills while utilizing
a variety of media, including videos and photographs There are groups on
Schoology for clubs, classes, sports teams, and departments. By joining
organizations that match their interests, educators can take advantage of this. Users
(students and teachers) who have access to Schoology can access course materials
whenever and wherever there is an internet connection. Since the course materials
are on Schoology, it won't be a problem if any of your students misplace a
worksheet or project outline. The LMS that instructors previously used to access
opportunities for professional development has been replaced by Schoology.
Schoology offers students a variety of options to enhance their learning. Schoology
23
is accessible to both students and teachers online and via mobile apps for iOS,
Android, and Kindle devices.
In 60,000 secondary schools and universities around the world, there are over 8
million pupils. The online gradebook allows users to quickly and continuously give
student feedback.
The following functions on Schoology can aid in achieving the greatest outcomes:
1. Making standard assessments; recording and viewing video projects.
2. Making use of outside apps.
3. Using the online gradebook to provide quick and continuous student
feedback
Schoology was created to facilitate educational activities both in traditional
classroom settings and online learning environments. It increases educational
options for pupils and allows them more freedom over when and how they learn.
The advantages of adopting Schoology are as follows:
1. Differentiation: When generating an assignment on the classwork
page,
teachers can differentiate teaching for learners by assigning lessons to
the entire class, specific students, or groups of students with just a few
easy steps.
2. Feedback: Giving pupils insightful feedback is an important
component
of all learning. Teachers can offer feedback on tasks to each student
using the grading tool in the classroom. Additionally, the classroom
mobile app lets users mark work, and the grading tool offers the
option to establish a comment bank for later use.
3. Data analysis: Teachers should examine assessment data to make sure
students comprehend learning objectives in order to make learning
meaningful. It is simple to export data from assessments into Sheets
for sorting and analysis.
4. Communication: The built-in features make it simple to communicate
with parents and students. Emails, posts to the stream, private
comments on assignments, and feedback on work can all be sent
between teachers and students. Teachers have complete control over
student comments and posts, and they can contact parents via personal
emails or email summaries that include announcements about the class
and due dates.
5. Collaboration: There are many opportunities for student collaboration
inthe classroom. Students can interact on google docs that the
professors have shared with them, and teachers can support online
dialogues amongst students and organize group projects in the
classroom.
6. Paperless: The classroom is entirely paperless, so teachers and pupils
won't have a lot of paper to shuffle. Students can access missed work
due to absences and find other resources by searching for it on Google
24
 Drive when teachers submit assignments to Classroom. 1
Whether at the secondary, college, or university levels of education, technology
has significantly improved the current educational system. Technology use has
increased to make teaching and learning in the classroom more efficient, learner-
centered, and outcome-focused. However, it has also encouraged teachers to use
technology as a tool to close the gap between traditional learning and
contemporary educational requirements for the learner's overall development.
Since Schoology as a learning management system for teaching and learning of
Instructional technology in Rivers State Tertiary Institutions hasn't been
investigated, reported on, or explained, the researcher wants to learn how it can be
used to deliver online instruction.
Schoology is mostly useful for taking advantage of colleagues' online expertise and
knowledge, particularly for enhancing components of the social learning education
that this program enables for students. Since there is little research on Schoology,
particularly in tertiary institutions in Rivers State, it is necessary to look into
Schoology as a learning management system for teaching and learning of
Instructional technology in Rivers State Tertiary Institutions. One of Schoology's
benefits is that it allows students to communicate with one another indefinitely. A
great chance for the researcher to demonstrate to the respondents the ease of
utilizing the tool to assist them in their classroom management chores is to look at
the use of Schoology as a learning management system. The study investigated the
respondent's perception of the use of the application in terms of its acceptability
and which factors significantly affected the respondents' consistency of use.
Schoology has benefits for communicating, posting materials and assignments, and
promoting paperless communication.
There are always those who are left behind whenever the economy undergoes a
significant change. People who relied on being able to find work doing menial
tasks during this time were left behind when automation took control. It will soon
see an industrial revolution when a lot of the low-skilled digital labor will be
replaced by artificial intelligence, and the workforce will once again be unprepared
for this change. Education must be the first line of defense in the fight against the
skills gap in the workforce, but sadly, many classrooms still lag behind. The good
news is that there are technological solutions available to help close this talent gap
before it causes an economic crisis. Schoology is improving student learning in
classrooms where students and teachers have access to computers and the Internet.
At the same time, challenges for such a vision statement and planning document
are brought on by misconceptions and myths about the difficulty of teaching and
learning, technologies available to support online instruction, the support and
compensation required for high-quality instructors, and the requirements of online
students

1
Garrison, D. R. E-learning in the 21st century: A community of inquiry
framework for research and practice - New York, 2016
25
III.CONCLUSION
My course paper consists of three parts: Introduction, Main Part and Conclusion.
Within these parts, I tried to indicate the most relevant topics such as the web-
based teaching and learning, web-based teaching and learning structures in
education, the technologies used in web-based learning, web conferencing, digital
textbooks, blogs and wikis, social bookmarking, mashups and digital storytelling,
simulations, serious games and virtual worlds, e-portfolios.
Technology changes rapidly, with older tools becoming obsolete as new
technologies emerge, bringing new pedagogical opportunities. We have therefore
emphasized broad categories of technologies rather than simply listing the latest
popular tools, with the belief that understanding the uses of different forms of
technologies, their implications for teaching and learning as well as their potential
issues will better prepare you for adapting your web-based teaching and learning in
the face of constant technological change.
The technological centerpiece for most web-based teaching and learning plans is
the learning management system. We have also given an initial sketch of teaching
and learning activities possible through both synchronous (e.g., web conferencing
and virtual worlds) and asynchronous (e.g., wikis and social bookmarking) tools;
this sketch will be filled out in later chapters. Above all, we hope to have given
you a rich picture of the potential uses of technologies in web-based teaching and
learning, from collaborative learning through web conferencing or wiki-based
activities, to deep learning through blogs or digital storytelling projects.
There are many technologies with important educational applications that we could
not include here. For example, social networks such as Facebook allow for the
establishment of learning communities outside an LMS, while social media
applications such as YouTube can be useful for teachers who want to find or create
their own open educational resources, or for learners as a platform for video-based
learning activities. We encourage you to continue exploring these and other
technologies, to find new and innovative uses for them in your own web-based
teaching and learning courses or programmes, and whenever possible to share your
ideas and learning activities with others.
Although web-based teaching and learning is now part of the narrative in education
almost everywhere, it can still be a challenge to define and describe the concept.
Many who are looking at or already working with web-based models are doing so
with little support or training. Requirements for engaging processes and quality
outcomes are often not obvious to administrators, faculty, instructors or students.
Further, expertise in technology implementation, instructional design, teaching
models and learning theory must be developed or accessed. Four general factors
must be represented in the design and evaluation of web-based learning:
• the pattern of delivery mode, which sequences and combines in-person or face-
to-face engagement with independent and collaborative online social and cognitive
activities;
26
• the materials, technology and media used;
• the use of varying pedagogical models, representing unique teaching patterns
and learner actions, such as inquiry-based, constructivism, behaviorism,
experiential and others;
• the temporality of synchronous and asynchronous methods.
Technologies are not just tools in web-based teaching andlearning; they are
transformative forces weaving a dynamic tapestry of learning experiences. From
digital platforms that break down time and space barriers to immersive simulations
and interactive content, technology unlocks new dimensions of engagement and
personalization. Web-basing these virtual worlds with the irreplaceable value of
face-to-face interaction creates a powerful synergy, catering to diverse learning
styles and fostering deeper understanding. However, technology is not a magic
bullet. Its effectiveness hinges on thoughtful integration, ensuring tools align with
pedagogy and learning objectives.
Skilled educators remain the conductors of this web-based symphony, harnessing
technology's potential without losing sight of human connection and critical
thinking. As we move forward, challenges such as digital equity and responsible
technology use must be addressed. But when we embrace technology as a bridge,
not a replacement, for human interaction, the potential for web-based learning is
limitless. It can reshape classrooms into vibrant hubs of curiosity and
collaboration, empowering learners to become agile navigators in an ever-evolving
world. Therefore, let us not see technology as a disruption, but as an invitation to
cocreate a future where learning is boundless, personalized, and truly
transformative. In this future, web-based teaching and learning, fueled by
innovative technologies and guided by skilled educators, will become the norm,
empowering learners to chart their own course to success and forge a brighter
future for all. In conclusion, technology in web-based teaching and learning is not
just a trend, it's a revolution. It is an orchestra of tools and strategies, waiting to be
conducted by educators who are passionate about creating a learning experience
that is engaging, personalized, and effective for every student. As we embrace this
symphony of learning, the future of education promises to be filled with vibrant
melodies of knowledge and growth.

REFERENCES

1.Serdar Berdimuhamedov. Anev – Culture from the Depths of Millennia.

Ashgabat,2024.
2.Serdar Berdimuhamedov. Youth is the support of the Motherland.
Ashgabat,2023.
3. Gurbanguly Berdimuhamedov. Towards new heights of development. Selected
works. 7th volume - Ashgabat, 2014.
4. Gurbanguly Berdimuhamedov. Living Legend - Ashgabat, 2011.
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5. Gurbanguly Berdimuhamedov. Towards new heights of development. Selected
works. 2nd volume - Ashgabat, 2009.
6. Gurbanguly Berdimuhamedov. The State is for people - Ashgabat, 2008.
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8. Alexander Ruiz, M.Ed.. Educational Consultant. - Expert Interview, 2020.
9. Baldwin-Evans, K. Key steps to implementing a successful web-based learning
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10. Beatly, B.Hybrid. Flexible course and program design: Models for student-
directed hybrids - New York, 2016.
11.Garrison, D. R. E-learning in the 21st century: A community of inquiry
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system - London, 2016.
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16. David, W. Brooks. Web - Teaching. - New York,1997
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Internet sites:
1. http://www.scholastic.com/teachers/article/25-best-websites-teachers
2. http://www.teachersfirst.com/classroom_resources.cfm
3. http://www.edutopia.org/blog/teaching-with-web-based-resources-edwige-simon
4. https://www.teachingenglish.org.uk/article/using-web-resources-create-tasks-
real-outcomes . http://edu.glogster.com/?ref=com
5. http://www.press.uchicago.edu/Misc/Chicago/075125.html
6. http://www.edutopia.org/blog/teaching-with-web-based-resources-edwige-simon

CONTENTS
Introduction ........................................................................................................... 3
Main part: Teaching and learning with the
web.......................................................5General idea of teaching with the
web.....................................................................5 General idea of learning with the
web ...................................................................9 The technologies used in the
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web………...............................................................11 Web
conferencing .................................................................................................12
Digital textbooks ....................................................................................................14
Blogs and wikis ......................................................................................................16
Social bookmarking, mashups and digital storytelling .........................................18
Simulations, serious games and virtual worlds ......................................................20
E-portfolios ............................................................................................................ 20
Schoology ...............................................................................................................23
Conclusion .............................................................................................................26

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