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The paper aims to study the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity. The twenty-first century is the society of information technology and knowledge-based economy. To cope with the information society, teaching methods would be changed. Traditional chalk and talk can no longer adapt to the changing society. In addition to passing down the tradition, new ideas should also be introduced. In the informational age, the internet becomes an essential living element and synchronous Web-based teaching breaks through the obstacle of space, provides instant and multiple communication channels and creates alternative creativity learning environment.

With experimental design, totally, 208 students in Fujian University of Technology, as the research objects, were led to a 15-week (3 hours per week for total 45 hours) experimental teaching. The study uses analysis of variance for discussing the effect of synchronous Web-based teaching on art students’ creativity and further understanding the effect of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity.

The research results show significant effects of synchronous Web-based teaching on creativity, visually creative teaching on creativity and the combination of synchronous Web-based teaching with visually creative teaching on the promotion of creativity.

First, the sample size taken in this study was not large enough to fully reflect the results of the study. The survey sample didn’t cover all the major cities in China, which had a small coverage and couldn’t reflect the research situation of the whole country. Second, the evaluation criteria for artistic students’ creativity were too broad. More specific evaluation rules should be set and the creativity standards should be graded to better guide the implementation of art courses and the cultivation of students’ creativity.

The synchronous Web-based learning environment provides favorable individual thinking space to effectively reduce disturbance among classmates. Synchronous Web-based teaching shares sound, pictures and even films with each other to enrich the learning media. What is more, teachers would be more convenient and fast to deal with materials or handouts or rapidly updating materials and avoiding the loss of handouts.

This paper studied the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity, which was a meaningful and innovative topic. And this study can provide more enlightenment and reference for future education.

The dynamic business environment and powerful market forces in the 21st century are challenging leaders at open universities to compete successfully in the national and global higher education stage. The notion of quality is becoming an important and overriding issue with the paradigm shift in the education landscape due to the rapid penetration of Internet usage. Open universities are experiencing pressure from numerous stakeholders to become more client-focused, particularly in their provision of technology-enhanced education to systematically support the learning experience of open distance learners. In the pursuit of establishing institutional and national/regional-based quality assurance practices, Asian open universities should pay particular attention to one of the key components within the overall QA framework; that is, the web-based teaching and learning on the online learning management system (LMS). The assurance of quality in the web-based teaching and learning component is vital to support the effective and efficient delivery of open and distance education within the blended approach adopted by many open universities.

In this study, the authors first examine the dimensions of quality assurance of key services that are closely associated with web-based education in the online LMS of Wawasan Open University (WOU). The authors then analyse the pattern of interactions in the LMS to determine the actual activities of learners in the web-based environment. By synthesising the findings, indicators that address diverse facets and components of quality relevant to web-based teaching and learning in the LMS are identified. The authors then discuss the application of the quality components within the overall QA framework in WOU to further enhance the quality of its web-based teaching and learning component. Assessment of learners' satisfaction in WOU is carried out to determine the effectiveness of the QA components in the LMS. The QA components identified in the web-based teaching and learning within the LMS are then recommended to Asian open universities for integration into their overall QA framework.

The unique features of the web, such as hypertext and hypermedia, the large number of web sites with good quality information sources, current developments in electronic commerce, and the developments in digital publishing, are variables working together to provide a fascinating environment wherein diverse teaching and learning experiences can be developed. However, to be successful, courses should be carefully planned. In an environment where more and more tertiary and other institutions are embarking on distance learning programmes, a formal tertiary course can only succeed if it addresses a niche market. Furthermore, if the full advantage of the Internet and the web is to be utilised, the demands on the resources of the specific teaching unit, that is human as well as technical resources, are extremely high. Carefully worked‐out policies and managerial discipline are prerequisites in an environment where successful distance learning courses are being offered. The Postgraduate Diploma in Information Management (PDIM), implemented at the Rand Afrikaans University since 1998, is described as an example of a successful web‐based distance learning programme.

The purpose of this paper is to assess the performance of an e‐learning software system to ensure its teaching and learning quality, contextual relevance and longer operational life to achieve economies of scale.

A Goal‐Question‐Metric (GQM) paradigm along with the ISO 9126 quality characteristics is proposed to assess performance of an in‐house e‐learning software system in terms of its functionality, usability, efficiency and effectiveness. The e‐learning software system was designed and implemented for teaching staff of developing countries attending the T&L “train the trainer” course at the Colombo Plan Staff College (CPSC), Manila, Philippines. The data were collected from the participants from 20 countries who attended the program over a period of three years.

The approach was very effective for assessing and evaluating various functions of the web‐based teaching and learning software system and assessing its suitability in teaching and learning, and interaction among the users. The findings were utilized to further improve the management and quality of the training program.

Commitment and participation of stakeholders/users is required to appropriately define the assessment goals, generate underlying questions that define those goals, and identify the metrics that provide answers to those questions. The research has limitations similar to any other questionnaire based subjective data collection method, much relying upon the respondent judgments. Therefore, a sound mechanism for data collection, validation and analysis needs to be employed to ensure internal consistency and accuracy.

Many e‐learning software systems are accessed across the globe and are utilized by a number of institutions simultaneously while crossing over national and geographical boundaries. Therefore, performance assessment based on different ethical and social values and language barriers, to meet the clientele requirements belonging to different social backgrounds, is essential. Also this research provides many guidelines to reduce the customization requirements for different nationalities, and therefore, makes overall implementation of the learning management system more efficient and cost effective.

Due to the generic nature of GQM approach, this framework can be applied to undertake performance assessment of an in‐house built, web‐based teaching and learning system using the selected ISO 9126 quality characteristics to ensure the appropriateness, longevity and sustainability of the learning system.

The purpose of this project was to develop a web‐based self‐training package for information retrieval using the distance education approach.

The package was developed using the distance education approach with STOU Plan, STOU Plan 2000 and GMS‐VU applied. The distance education model for the web‐based self‐training package was composed of five stages: identifying the learners, design of the package, production of the package, establishing the delivery system, and evaluation. The system development methodology was based on the system development lifecycle (SDLC) with a combination of waterfall, phased and prototyping approaches. There are several phase in SDLC to carry out: problem and objective identification, requirement determination, requirement analysis, package design, package implementation, delivery system and evaluation. Evaluation of the package was conducted in two phases: formative evaluation and summative evaluation using the focus group discussion method. Formative evaluation was conducted during the package development by experts in the field prior to the summative evaluation. The summative evaluation was conducted after the package development had been completed as a pilot study for field trial by target users, consisting of junior library staff and library users. All comments were reviewed and refined in terms of instructional content, design, overall opinion and learning progress before put on production.

The package consists of three main components: About the project, Study modules, References and further readings. Study modules, which is the most important component, consists of ten instructional modules focusing on information retrieval, and self‐assessment through pre‐test and post‐test. The package includes multimedia such as images and sound to attract learners during their learning session. The delivery mode for the self‐training package offers both online and off‐line modes. Online mode is offered when there is network facility and internet connection available, while offline mode is offered through CD‐ROM without requiring network and internet connection. The features and functions of both modes are identical. Moreover, print materials are also included as supplementary media.

Since the module is a self‐directed learning or self‐training tool in information retrieval it can be employed for junior library staff and library users; it provides a training tool for librarians to train library users and supports human resource and development to narrow digital divides and support the right to access information.

This paper aims to focus on how the e‐library interoperates with the e‐learning process within the academic computing environment (ACE) at the United Arab Emirates University (UAEU).

This paper is inspired by the existing findings of a questionnaire survey conducted by the Laptop Project at the UAEU (2002‐2003) and sequel research (2004‐2005) on the acceptance and adoption of the Blackboard, a web‐based instructional platform, by the students. Personal interviews were conducted with the instructors who were involved in the e‐learning initiative to find out the appropriate e‐information services that should be provided to support their respective Blackboard‐aided courses.

The paper finds that the instructors have viewed e‐learning as a sound instructional tool and an evolving genre capable of providing more than just textual information. According to their viewpoints, the e‐library could support e‐learning courses with a bundle of networked e‐information services such as development of course‐related electronic collections, virtual reference help, current awareness and SDI, online document delivery, etc. E‐literacy was found to play an essential role in fostering adoption and acceptance of e‐learning, whereas the language barrier has constrained e‐learning initiative in the colleges where Arabic is the teaching language, i.e. Blackboard does not support creation of Arabic contents and interface so far.

The capabilities of the e‐library in providing networked e‐information services have made the integration with the e‐learning process a highly urgent requirement.

A model representing the integration of the e‐library functions with the e‐learning process is presented in the paper. The proposed model could be applicable in learning settings within an academic computing environment.

This paper aims to identify and discuss factors affecting students’ performance in web-based learning (WBL) during the COVID-19 pandemic.

This study uses a quantitative method to analyze data collected using an online structured questionnaire. Responses were gathered from undergraduate students (n = 270) studying engineering education at a university in Indonesia. A measurement analysis is used to validate the instruments, and structural equation modeling is used to examine the associations among constructs.

Attitude, anxiety and motivation affected students’ performance in WBL. Motivation played an essential role in influencing WBL. The results also showed equal opportunities between men and women in WBL.

This research may provide a foundation for future research designing WBL in higher education. This study provides valuable insights in policy formulation and an effective web-based e-learning design by considering students’ personal characteristics potentially affecting WBL performance.

This study identifies factors influencing students’ performance in WBL. Furthermore, it added students’ genders to explore the moderating effect on the model.

Proposes a conceptual model for understanding the various “front” and “back” regions involved in Web‐based educational practices. In the process, a framework emerges for thinking about the relationship between reusability as a goal and the pedagogical representations involved in effective teaching and learning. It is proposed that a digraph‐based representational tool may be a useful way forward and a recent US patent is referred to as an example. The “autonomous reframing model” described is then related to other issues in contemporary debates about educational technology – in particular, the theory of affordance, the decision cycle model of interactivity and the need for “calm” technology.

This paper aims to apply citation analysis to identify the emerging trends in the area of Web-based training which have been highlighted through Table III.

The analysis is based on citation index analysis from journal citation report 2015 published by Thomson Reuters and science citation index database report (1990 to 2015).To undergo the analysis, we have selected journals in the area of Web-based training/e-learning from the database of 167,214 journals, and some of the information has been collected from various blogs to know the trends taking place in this area.

This review analysis primarily focuses on Web-based training and its research trend between 2010 and 2015. The results indicate that most of the research that has happened in this area mainly concentrate on four things: perception of employees towards Web-based trainings, choosing a mode of training, return on investment (ROI) on training transfer and performance post training.

This study may benefit other research scholars from management and humanities field seeking understanding about research trends and emerging trends in the area of Web-based training.