Relevant bibliographies by topics / World Wide Web (WWW) and learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'World Wide Web (WWW) and learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "World Wide Web (WWW) and learning"

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Zulkifli, M. "The Use of ‘World Wide Web in Students’ Learning of Tarbiyah and Teacher Faculty of IAIN Kendari." Asian Social Science 11, no. 27 (November 23, 2015): 275. http://dx.doi.org/10.5539/ass.v11n27p275.

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<p>This Study aims at understanding what extent of the use of World Wide Web (WWW) in learning for students of Tarbiyah and Teacher Faculty of State Islamic Institute (IAIN) Kendari improve the students’ learning achievement. The scope of the study is the use of WWW in learning for all subject of Tarbiyah Faculty students at IAIN Kendari. The Technique of Data Collection uses observation and Interview which are analyzed qualitatively. The subjects are the students of Tarbiyah and Teacher Faculty at IAIN Kendari, Southeast Sulawesi, Indonesia. The finding shows that the use of WWW in Students learning of Tarbiyah Faculty tend to use the Web Mail and Search Engine Service where the most access are Google and Yahoo. Various information needed in learning whether cognitive, affective, social integration or personal integration, can be accessed by WWW. But, the students cannot access the WWW maximally because of the limitation of Wi-Fi Connection service in campus<em>.</em></p>
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Burger, David W., J. B. Katcher, Nathan E. Lange, Jose L. Saenz, Scott P. Sherman, and Mark R. Stoutemyer. "Horticulture Information on the Internet: Cyberhorticulture on the Information Super Highway." HortTechnology 5, no. 4 (October 1995): 329–31. http://dx.doi.org/10.21273/horttech.5.4.329.

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Graduate students in horticulture at the Univ. of California, Davis, spent an academic quarter learning how to use the Internet and World-Wide Web (WWW) to access and collect information. The collected information was organized and placed on the WWW where it is available to anyone with access to the Internet.
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Lawless, Kimberly A., P. G. Schrader, and Hayley J. Mayall. "Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes." Journal of Literacy Research 39, no. 3 (September 2007): 289–306. http://dx.doi.org/10.1080/10862960701613086.

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Research suggests that the World Wide Web (WWW) represents the intersection of at least two domains: content and technology. This investigation was designed to examine the relationship between prior knowledge and WWW browsing outcomes (i.e., navigation behavior and knowledge gain) within the context of a genetics Web site. Students randomly assigned to a treatment group were given a prereading activity designed to increase their prior knowledge within the domain of genetics. This group demonstrated significantly higher learning outcome scores than students in the control group. The treatment group also spent more time browsing, viewed more multimedia resources, and utilized more in-text embedded links. These results and others are interpreted in terms of instructional decisions and recommendations for future research.
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Karsten, Rex, Shashidhar Kaparthi, and Roberta M. Roth. "Teaching Programming Via The Web: A Time-Tested Methodology." College Teaching Methods & Styles Journal (CTMS) 1, no. 3 (July 22, 2011): 73. http://dx.doi.org/10.19030/ctms.v1i3.5240.

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Advances in information and communication technologies give us the ability to reach out beyond the time and place limitations of the traditional classroom. However, effective online teaching is more than just transferring traditional courses to the World Wide Web (WWW). We describe how we have used off the shelf software and the infrastructure that is available via the WWW to develop and deliver a complete learning experience in programming business applications using a popular programming language. The course is unique in its coordinated use of traditional and nontraditional materials to introduce and explain difficult programming constructs. Student performance, job placement, and feedback have confirmed the convenience and effectiveness of this method.
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Wahyuningsih, Sri Suharmini. "WEB-SUPLEMEN SEBAGAI SARANA PEMBELAJARAN E-LEARNING ILMU PERPUSTAKAAN." Jurnal Pendidikan 13, no. 2 (September 4, 2012): 117–25. http://dx.doi.org/10.33830/jp.v13i2.370.2012.

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E-learning is a model of learning carried out through the utilization of information and communication technology services such as internet, video/audio conferencing, or CD-ROM. It is a technology-based learning design of computer networks known as the world wide web (www). The design was developed through designing learning materials under a multimedia package and was integrated in a full online interactivity. Any form of learning components such as teaching or evaluation materials were distributed to learners through a computer network (online), so that learners who attended the program must be an IT literate person. In its implementation, e-learning could be applied to various fields of science including library science. Librarians who do such work require the ability and expertise to cataloging, indexing and classification. Web-based learning material helped students understand those materials easily. E-learning merupakan model pembelajaran yang dilakukan melalui pemanfaatan informasi dan layanan teknologi komunikasi seperti internet, konferensi video/audio, atau CD-ROM. E-learning merupakan suatu desain pembelajaran berbasis teknologi jaringan komputer yang dikenal sebagai world wide web (www). Desain ini dikembangkan melalui rancangan materi pembelajaran berdasarkan suatu paket multimedia terintegrasi dalam interaktivitas online. Segala bentuk komponen pembelajaran seperti bahan pengajaran atau evaluasi dibagikan kepada peserta didik melalui jaringan komputer (online), sehingga peserta didik yang mengikuti program ini haruslah orang yang melek IT. Dalam pelaksanaannya, e-learning dapat diterapkan pada berbagai bidang ilmu pengetahuan termasuk ilmu perpustakaan. Pustakawan yang melakukan pekerjaan seperti ini membutuhkan kemampuan dan keahlian untuk katalogisasi, pengindeksan dan klasifikasi. Materi pembelajaran berbasis web membantu siswa belajar dengan mudah.
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Lazarenko, D. S. "Using a content management system for shared access to learning resources." CTE Workshop Proceedings 1 (March 21, 2013): 138–39. http://dx.doi.org/10.55056/cte.171.

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One of the areas of development of the World Wide Web that requires complex scientific research is data and content management. This industry contains such areas as big data management, cloud-based data management, multimedia data management, and is also involved in Web-mining, the tasks of clustering, classification and analysis of data in the Web, Web content modeling, Semantic Web, etc. The task of effective Web content management has become very important for many industries that have emerged on the basis of the WWW infrastructure, including Internet commerce, distance learning and educational Web resources, managing large information portals, developing and maintaining corporate portals, creating Web-resources electronic management, supporting personal sites and blogs.
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T, Anuradha, and Tayyaba Nousheen. "MACHINE LEARNING BASED SEARCH ENGINE WITH CRAWLING, INDEXING AND RANKING." International Journal of Computer Science and Mobile Computing 10, no. 7 (July 30, 2021): 76–83. http://dx.doi.org/10.47760/ijcsmc.2021.v10i07.011.

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The web is the heap and huge collection of wellspring of data. The Search Engine are used for retrieving the information from World Wide Web (WWW). Search Engines are helpful for searching user keywords and provide the accurate result in fraction of seconds. This paper proposed Machine Learning based search engine which will give more relevant user searches in the form of web pages. To display the user entered query search engine plays a major role of basic interface. Every site comprises of the heaps of site pages that are being made and sent on the server.
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Hickox, Joseph C., Stuart L. Turner, and Anthony J. Aretz. "Enhancing Learning of Human Factors with Web-Based Technology Applications." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 7 (October 1998): 602–5. http://dx.doi.org/10.1177/154193129804200701.

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This paper describes a case study of two senior-level undergraduate courses in the Human Factors Engineering curriculum at the United States Air Force Academy. These courses were modified extensively to employ World Wide Web (WWW) and internet technologies as an assist to standard pedagogies. The modifications were made in response to multiple institutional goals and student needs. Descriptive survey data were collected to gauge student receptivity to these changes. Results suggest initial resistance, followed by a bimodal response of either strongly embracing the technology, or mildly rejecting it. Additional survey results are discussed along with instructor impressions of effectiveness.
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Anami, Basavaraj S., Ramesh S. Wadawadagi, and Veerappa B. Pagi. "Machine Learning Techniques in Web Content Mining: A Comparative Analysis." Journal of Information & Knowledge Management 13, no. 01 (March 2014): 1450005. http://dx.doi.org/10.1142/s0219649214500051.

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With incessantly growing amount of information published over Web pages, the World Wide Web (WWW) has become prolific in the field of data mining research. The heterogeneous and semi-structured nature of Web data has made the process of automated discovery a challenging issue. Web Content Mining (WCM) essentially uses data mining techniques to effectively discover knowledge from Web page contents. The intent of this study is to provide a comparative analysis of Machine Learning (ML) techniques available in the literature for WCM. For analysis, the article focuses on issues such as representation techniques, learning methods, datasets used and performance of each method as a criterion. The survey observes that some of the traditional ML algorithms have been efficiently used to work on Web data. Finally, the paper concludes citing some promising issues for further research in this domain.
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Kamran, Maira, Marium Malik, Muhammad Waseem Iqbal, Muhammad Anwar, Muhammad Aqeel, and Sana Ahmad. "Web Simplification Prototype for Cognitive Disabled Users." Human Behavior and Emerging Technologies 2022 (March 9, 2022): 1–14. http://dx.doi.org/10.1155/2022/5817410.

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Information and communication technology (ICT) and World Wide Web (WWW) are increasingly being used in daily life and becoming important in community, business, personal performance, and improvement of livelihood. people with disabilities (PWDs) can easily perform many tasks using WWW which might be difficult or impossible for them. However, many websites applications such as e-learning, e-commerce, and e-government are not specifically designed keeping in view PWD users. Through the web accessibility guidelines, web developers can build a web program accessible to PWDs. In this paper, we have investigated the issues related to website design that make it unavailable for PWDs. Keeping in view these issues, we have built a framework to make the web easier for PWDs. In addition, these issues are assessed using the GTmetrix, Netcraft, and WAVE accessibility tools and the results are generated using Google Analytics. Based on these results, we have proposed a simplified web version to improve website access for people with disabilities. The proposed prototype is also implemented on a website called Easywebcare by incorporating our recommendations for resolving the investigated issues. Analytics shows that the proposed type surpasses all existing activities in improving website accessibility for people with disabilities.
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Dissertations / Theses on the topic "World Wide Web (WWW) and learning"

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Scapin, Rafael Humberto. "Desenvolvimento de uma Ferramenta para Criação e Correção Automáticas de Provas na World-Wide-Web." Universidade de São Paulo, 1997. http://www.teses.usp.br/teses/disponiveis/76/76132/tde-27092007-140607/.

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A World-Wide Web (WWW) tem se desenvolvido enormemente, facilitando o compartilhamento de informações. Muito rapidamente as aplicações do seu potencial educacional se tornaram aparentes, especialmente para a Educação à Distância (ED). Neste sentido, a WWW possui um maior apelo, devido a sua capacidade de exibição de documentos multimídia, capacidade de hipertexto/hipermídia e sua arquitetura cliente-servidor, possibilitando a interação entre aluno e professor em ED. Este trabalho apresenta o desenvolvimento da ferramenta Web Course, desenvolvida no IFSC-USP, que visa facilitar a criação de provas na WWW. A ferramenta também faz a correção automática das provas. Web Course é uma ferramenta baseada em templates, usando formulários HTML criados por programas CGI que são preenchidos pelos instrutores para a criação de provas.
The World-Wide Web (WWW) has been developed largely to facilitate sharing of information. Very quickly, potential educational applications of this technology became apparent, especially for Distance Education (DE). In this regard, WWW has more appeal, because of its capability to exhibit multimedia documents, its hypertext/hypermedia capability and its client-server architecture, making possible the interaction between students and instructors. This work presents the development of Web Course, a tool developed at IFSC-USP that facilitates the creation of tests on the WWW, providing also the automatic correction of them. Web Course is template based, using HTML forms created by CGI files that instructors simply fill in to create tests.
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Scapin, Rafael Humberto. "Proposta, desenvolvimento e teste de um ambiente para criação e gerenciamento de cursos para treinamento de professores na World-Wide Web." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/76/76132/tde-06062007-183824/.

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O presente trabalho consistiu na proposta, desenvolvimento e teste de um ambiente computacional hierárquico que vise facilitar a criação, organização e gerenciamento de cursos para serem disponibilizados via Internet, inserido nos projetos de Educação a Distância conduzidos pelo CDCC (Centro de Divulgação Científica e Cultural da USP- São Carlos), tendo como objetivo inicial o treinamento e reciclagem de professores da rede pública, nas disciplinas de física e ciências. O ambiente possui um sistema especialista para o tratamento das dúvidas dos usuários, o Sistema Gerenciador de Dúvidas Online (SGDO) que se tornou uma ferramenta autônoma e hoje faz parte do Plantão de Dúvidas Online do CDCC/USP. O SGDO utiliza o conceito de Education Intelligence, através do uso de data mining, possibilitando ao instrutor selecionar dados, analisar informações, identificar tendência e tomar decisões no decorrer de um curso a distância. A ferramenta WebCourse é um ambiente hierárquico baseado na Web consistindo de quatro módulos: WebCourse Instrutor, WebCourse Monitor, WebCourse Aluno e WebCourse Administrador. Cada módulo possui ferramentas específicas, desenvolvidas para as necessidades dos agentes participantes do ambiente (instrutores, monitores, alunos e administradores). O ambiente é dito hierárquico porque algumas de suas ferramentas somente podem ser usadas por certos módulos. Cada módulo está altamente conectado aos outros e todas as ferramentas são baseadas em templates HTML, usando a linguagem script Lite, do banco de dados mSQL, para a geração de arquivos HTML dinâmicos. Todo o sistema é gerenciado através de um banco de dados mSQL, localizado num servidor web, onde os dados são armazenados e recuperados sob demanda.
The present work consisted on the proposal, development and test of a hierarchical computational environment to facilitate the creation, organization and management of courses to be available over the Internet, inserted on the projects of Distance Education conducted by CDCC (Center for Scientifical and Cultural Dissemination at the University of São Paulo at São Carlos). Its initial objective was training public school teachers of Physics and Sciences. The environment has a specialist system for the treatment of online doubts called Online Doubt Managing System (ODMS), which became an autonomous tool inside the Online Doubt Helping Center at CDCC/USP. ODMS utilizes the concept of Education Intelligence through the use of data mining, making it possible for instructors to select data, analyze informations, identify trends and take decisions during a course carried via Web. WebCourse is a hierarchical web-based tool for the creation and management of web-based courses which consists of four modules: WebCourse Instrutor (Instructor Module), WebCourse Monitor (Teacher Assistant Module), WebCourse Aluno (Student Module) and WebCourse Administrador (Administrator Module). Every module has a set of specific tools, developed to meet the necessities of the environment\'s participant agents (instructors, teacher assistants, students and administrators). The tool is said to be hierarchical since some of its tools can only be used by certain modules. Each module is highly connected to the others and every tool is template-based, using the mSQL database\'s Lite scripting facility in order to generate HTML files on-the-fly. All the system is managed through a mSQL database, located on a web server, where data is stored and recovered on demand.
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Chin, Kum Leng. "The perceptions of lecturers and on-campus students on online teaching and learning in higher education." Curtin University of Technology, School of Information Systems, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16074.

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In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance education students, the take-up rate of totally online education by current on-campus students remains uncertain. At the same time, many lecturers have started to design and develop online teaching material for their courses; many do so without the support of their employer - the university that they work in. The purpose of this study is two-fold. Firstly, to gain an insight into how on-campus students perceive online learning and to examine their readiness and willingness to make the shift from conventional classroom learning to online learning with no face-to-face contact. Secondly, to gain an insight into how lecturers approach online teaching; so as to better understand the problems they face when switching to a teaching mode that is quite different from the classroom teaching they are familiar with. The outcomes of this study will provide us with a better understanding of how lecturers and on-campus students perceive online teaching and learning. Understanding students' level of readiness to take part in online learning and their willingness to switch from the conventional classroom to cyberspace will assist universities in making decisions on the future direction of online courses. This is particularly important to those universities that intend to replace conventional classroom teaching with online courses. A better understanding of the problems faced by students and lecturers in online teaching and learning will also enable university administrators to ensure adequate resources are being allocated and the right level of support is provided.
Lecturers' experiences in designing and developing online courses also assist in forming guidelines, policies and procedures for others to follow. An exploratory study was carried out on five groups of students and their lecturers to investigate their perceptions of online teaching and learning. Each group of students was enrolled in a specific subject unit when the study was carried out. All of the students were studying on-campus pursuing bachelor or postgraduate qualifications in various disciplines across the university. Students from each group were asked to complete a questionnaire during one of their lecture sessions. Their lecturers were interviewed individually. Both quantitative and qualitative analyses were applied on the collected data. Results of the study found that the majority of the students had sufficient knowledge at using the Internet and were very positive about online teaching and learning. While they would have liked to see more online teaching and learning used in their courses, they would not want it to replace classroom teaching and learning. The lecturers felt that online teaching - the development of online course material and the constant monitoring of students progress, was a time consuming but rewarding task. They would like to see their efforts in taking up such challenges recognised and rewarded by their institution and more resources be provided to assist them in further development in the area.
In conclusion, the outcomes of this study show that if given the choice, not all oncampus students would like to enrol in online courses. The majority of them would still prefer classroom learning supplemented by online learning. Universities should invest in online teaching and learning with more resources allocated to assisting lecturers in online teaching. However, universities contemplating using online courses to replace traditional classroom teaching may find themselves losing their existing on-campus students.
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Chin, Kum. "The perceptions of lecturers and on-campus students on online teaching and learning in higher education." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/887.

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In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance education students, the take-up rate of totally online education by current on-campus students remains uncertain. At the same time, many lecturers have started to design and develop online teaching material for their courses; many do so without the support of their employer - the university that they work in. The purpose of this study is two-fold. Firstly, to gain an insight into how on-campus students perceive online learning and to examine their readiness and willingness to make the shift from conventional classroom learning to online learning with no face-to-face contact. Secondly, to gain an insight into how lecturers approach online teaching; so as to better understand the problems they face when switching to a teaching mode that is quite different from the classroom teaching they are familiar with. The outcomes of this study will provide us with a better understanding of how lecturers and on-campus students perceive online teaching and learning. Understanding students' level of readiness to take part in online learning and their willingness to switch from the conventional classroom to cyberspace will assist universities in making decisions on the future direction of online courses. This is particularly important to those universities that intend to replace conventional classroom teaching with online courses. A better understanding of the problems faced by students and lecturers in online teaching and learning will also enable university administrators to ensure adequate resources are being allocated and the right level of support is provided.Lecturers' experiences in designing and developing online courses also assist in forming guidelines, policies and procedures for others to follow. An exploratory study was carried out on five groups of students and their lecturers to investigate their perceptions of online teaching and learning. Each group of students was enrolled in a specific subject unit when the study was carried out. All of the students were studying on-campus pursuing bachelor or postgraduate qualifications in various disciplines across the university. Students from each group were asked to complete a questionnaire during one of their lecture sessions. Their lecturers were interviewed individually. Both quantitative and qualitative analyses were applied on the collected data. Results of the study found that the majority of the students had sufficient knowledge at using the Internet and were very positive about online teaching and learning. While they would have liked to see more online teaching and learning used in their courses, they would not want it to replace classroom teaching and learning. The lecturers felt that online teaching - the development of online course material and the constant monitoring of students progress, was a time consuming but rewarding task. They would like to see their efforts in taking up such challenges recognised and rewarded by their institution and more resources be provided to assist them in further development in the area.In conclusion, the outcomes of this study show that if given the choice, not all oncampus students would like to enrol in online courses. The majority of them would still prefer classroom learning supplemented by online learning. Universities should invest in online teaching and learning with more resources allocated to assisting lecturers in online teaching. However, universities contemplating using online courses to replace traditional classroom teaching may find themselves losing their existing on-campus students.
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Hess, Martin. "Verteiltes Information-Retrieval für nicht-kooperative Suchserver im WWW." [S.l. : s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=965186687.

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吳志遠 and Chi-yuen Ng. "Recommending information sources on WWW." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31224970.

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Ng, Chi-yuen. "Recommending information sources on WWW." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23273306.

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Fritz, Andreas. "Positionsabhängiger Zugriff auf WWW-Inhalte." [S.l.] : Universität Stuttgart , Fakultät Informatik, 1999. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB7987403.

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Ennis, Eileen Suleima. "An Analysis of Usability Issues of The World Wide Web(WWW)." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/506.

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An abundance of information exists on the World Wide Web on almost any subject or topic. How well Web users are able to manage the abundance of information to achieve their goals is expressed through the concept of usability. Researchers (Pitkow and Kehoe, 1997; Shneiderman, 1998; Nielsen, 1995b; Agnew, Wang, Faloutsos and Welch, 1997) report that information on the Web is often disorganized resulting in users experiencing usability difficulties in finding specific information. In addition, studies (Shneiderman, 1998; Mauldin, 1997; Freidman, 1997; Cheah and Koh, 1997; Nielsen, 1990; Smith, 1994; Pitkow and Kehoe, 1997) also reflect that users report related usability difficulties which include, but are not limited to: information abundance and overload; information organization; search engine manipulation and output interpretation; orientation and navigation; and overall design of Web information spaces. Many researchers (Pitkow and Kehoe, 1997; Shneiderman, 1998; Nielsen, 1995) agree that the Web is becoming an invaluable information resource, however, improvements are necessary to address the issues raised by users who report usability difficulties. Cben and Rada (1996) state that "a synthesis of the empirical findings on hypertext from a single, unifying perspective would help researchers, designers, and users of hypertext systems" (p. 150). The goal of this dissertation was to explore the dimensions of Web usability for users through a synthesis and analysis of current research and address three questions: What are the factors contributing to the problem of Web usability for users? How are researchers and developers currently addressing the problem? What guidelines are available for Web developers that will reduce or eliminate current usability difficulties? This synthesis of the factors contributing to the usability problems of Web users is intended to help researchers, designers and users of hypertext systems (Chen and Rada, 1996) and reveal suggestions for future research. It is also intended to improve practical application by providing suggestions to improve Web usability by more efficient and effective designs. "The infrastructure, protocols, tools, communities, conventions and activities of the Internet are evolving simultaneously and rapidly" (Kellogg and Richards, 1995, p. 33). These rapid advances are rendering the Web more accessible to greater numbers of diverse user populations who are less technically oriented. Therefore, the value of understanding Web usability issues can only become a critical requirement for Web developers as the user population continues to expand (Kellogg and Richards, 1995).
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Garcia, Luis Fernando Fortes. "Consistência de ligações na world-wide web." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1997. http://hdl.handle.net/10183/17722.

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Tem-se observado que um dos maiores problemas decorrentes da expansão das ferramentas de difusão de informações em ambientes distribuídos, especialmente no modelo WWW-Internet, é a inconsistência das ligações entre os objetos envolvidos (Erro 404 - Arquivo não encontrado). Segundo [WHY 95], uma das mais importantes condições para a qualidade de uma estrutura de hiperdocumento é a manutenção da integridade e atualidade das ligações, sejam estas internas ou externas. Sempre que há alterações na hiperbase, nas estruturas dos documentos que a compõem ou no conteúdo semântico destes, podem surgir inconsistências nas ligações. Estas podem indicar tanto um problema temporário da rede ou servidor quanto um recurso que tenha sido permanentemente movido ou excluído. Acredita-se que o percentual de requisições inválidas cresça de acordo com o tempo, com a inclusão de novos recursos e com a dinamicidade intrínseca das estruturas dos Sistemas de Hiperdocumentos Distribuídos. Faz-se necessária, então, a adoção de modelos de Sistemas de Hiperdocumentos Distribuídos que contemplem o tratamento do problema de inconsistência de ligações desde sua concepção, através de técnicas preventivas ou então o desenvolvimento de ferramentas e técnicas para que a integridade das ligações seja garantida, preferencialmente de modo automático, para os modelos que não a apresentam nativamente Isto posto, este trabalho trata do problema da inconsistência de ligações nos Sistemas de Hiperdocumentos Distribuídos, com ênfase especial no modelo WWW (World-Wide Web) [BER 92]. Para tanto, são apresentados noções e conceitos, histórico, objetivos, estado da arte, arquitetura e requisitos necessários, assim como características específicas dos principais Sistemas de Hiperdocumentos Distribuídos. São tratados, também, os aspectos teóricos referentes aos problemas gerados pela inconsistência de ligações de ordem técnica, psicológica e/ou mercadológica. São apresentadas soluções encontradas na bibliografia para os sistemas implementados, bem como é feita uma classificação destas soluções em nível de preventivas (que não permitem que o problema ocorra) e corretivas (que são utilizadas para solucionar ou minimizar o problema), podendo estas serem, ainda, de funcionamento manual, semiautomático ou automático. A solução proposta, classificada como preventiva semi-automática, baseia-se em entrada de dados via formulário HTML e armazenamento em arquivo do tipo texto, é apresentada através de sua definição, objetivos, funcionamento e do detalhamento do protótipo, através das características de implementação e do ambiente utilizado.
We have noticed that one of the biggest problems resulting from the spreading of the information diffusion tools in distributed environments (specially with the WWWInternet model) is the inconsistency of the links between the objects involved (Error 404 - File was not found). According to [WHY 95], one of the most important conditions for the quality of an hyperdocument structure is the maintenance of the integrity of the links, whatever they may be internal or external to the hyperdocument. Whenever there are hyperbase changes, changes on the structures of the papers that compose the hyperbase, or if there are changes on the semantic content of these papers, there may arise inconsistencies with the links. These inconsistencies may indicate a temporary net or server problem, as well as a resource that has been constantly moved or excluded. It’s believed that the percentage of invalid requisites raises in accordance with time, with the introduction of new resources and with the dynamics of the structure of Distributed Hyperdocument Systems. So, it's necessary to adopt models of Distributed Hyperdocument Systems that contemplate a treatment of the problem of the links' inconsistencies since their conception, using preventive techniques or developing tools and techniques to guarantee the integrity of the links, preferably by automatic mode to the models that originally don't have this integrity. Thus, this work is about the problem of links' inconsistency in Distributed Hyperdocument Systems, with special emphasis on the model: WWW (World Wide Web) [BER 92]. For that, basic concepts, history, objectives, the state of the art, architecture and necessary requirements are shown., as well as specific characteristics of the main Distributed Hyperdocument Systems. Also shown are the theoretical aspects concerning the problems produced by the links inconsistency of the technical, psychological and/or market order. Solutions found on the bibliography are shown as well as a classification of these solutions as preventives (that don't permit the problem to occur) and correctives (that are used to solve or minimize the problem) is done. These solutions may still be manual, semi-automatic or automatic. The proposed solution, classified as preventive semiautomatic, is based on data entries using the HTML form and their storage in files in textual form. The definition, objectives, functioning and detail of a prototype are presented.
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Books on the topic "World Wide Web (WWW) and learning"

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Donald, Barker. The World Wide Web illustrated. Cambridge, MA: Course Technology, 1995.

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WWW kuai su shang xian. Taibei Shi: Quan xin zi xun tu shu gu fen yu xian gong si, 1996.

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Obeng-Amoo, Akosua Dufie. Database access from the World Wide Web (WWW). London: University of East London, 1999.

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Wilde, Erik. Wilde's WWW: Technical Foundations of the World Wide Web. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999.

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Weixu, Li, ed. Internet xin wan jia: WWW wo yeh hui. Taibei Shi: Bo shuo wen hua gu fen yu xian gong si, 1997.

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Xingyi, Wang, and Lin Fengxiu, eds. WWW+Internet shi zuo yao jue bai ze. Taibei Shi: Song gang dian nao tu shu zi liao gu fen yu xian gong si, 1995.

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Sawyer, Robert J. WWW: Wonder. New York: Ace Books, 2011.

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Creaney, M. E. A. Investigating world wide web aided learning. [s.l: The Author], 1995.

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Alberto, Aresi, and Siegert Andreas, eds. WWW. security: How to build a secure World Wide Web connection. Upper Saddle River, N.J: Prentice Hall, 1996.

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WWW chao mei ti yü wang lu ying yung shi wu dao yin. 2nd ed. Taibei Shi: Song gang dian nao tu shu zi liao gu fen yu xian gong si, 1996.

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Book chapters on the topic "World Wide Web (WWW) and learning"

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Pomaska, Günter. "WWW World Wide Web." In Webseiten-Programmierung, 1–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-8348-2485-1_1.

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Marshall, Victoria A. "WWW — The World Wide Web." In SOFSEM '95: Theory and Practice of Informatics, 350–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60609-2_17.

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White, Bebo. "The World Wide Web (WWW)." In HTML and the Art of Authoring for the World Wide Web, 13–20. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-1351-9_3.

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Ramm, Frederik. "Das WWW — eine Einführung." In Recherchieren und Publizieren im World Wide Web, 1–14. Wiesbaden: Vieweg+Teubner Verlag, 1995. http://dx.doi.org/10.1007/978-3-322-88842-6_1.

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Ramm, Frederik. "Software für das WWW." In Recherchieren und Publizieren im World Wide Web, 41–97. Wiesbaden: Vieweg+Teubner Verlag, 1995. http://dx.doi.org/10.1007/978-3-322-88842-6_3.

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Ramm, Frederik. "Das WWW — eine Einführung." In Recherchieren und Publizieren im World Wide Web, 1–14. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-663-07701-5_1.

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Ramm, Frederik. "Software für das WWW." In Recherchieren und Publizieren im World Wide Web, 41–96. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-663-07701-5_3.

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Ramm, Frederik. "Wie man WWW-Seiten schreibt." In Recherchieren und Publizieren im World Wide Web, 123–35. Wiesbaden: Vieweg+Teubner Verlag, 1995. http://dx.doi.org/10.1007/978-3-322-88842-6_5.

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Ramm, Frederik. "Wie man WWW-Seiten schreibt." In Recherchieren und Publizieren im World Wide Web, 121–34. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-663-07701-5_5.

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White, Bebo. "WWW Fill-Out Forms." In HTML and the Art of Authoring for the World Wide Web, 201–10. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-1351-9_9.

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Conference papers on the topic "World Wide Web (WWW) and learning"

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Jung, Kyomin, Byoung-Tak Zhang, and Prasenjit Mitra. "Deep Learning for the Web." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2741982.

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Hsieh, Cheng-Kang, Longqi Yang, Yin Cui, Tsung-Yi Lin, Serge Belongie, and Deborah Estrin. "Collaborative Metric Learning." In WWW '17: 26th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2017. http://dx.doi.org/10.1145/3038912.3052639.

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Bourdeau, Jacqueline, Thomas Forissier, Yves Mazabraud, and Roger Nkambou. "Web-Based Context-Aware Science Learning." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2743048.

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Gruetze, Toni, Gary Yao, and Ralf Krestel. "Learning Temporal Tagging Behaviour." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2741701.

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Chen, Yiwei, and Katja Hofmann. "Online Learning to Rank." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2742718.

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Barker, Phil, and Lorna M. Campbell. "LRMI, Learning Resource Metadata on the Web." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2741745.

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Radcliffe, David F. "Experiencing Product Realisation on the World Wide Web." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/dtm-1082.

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Abstract Experiencing the product realisation process through the creation of an artefact is a vital element in the education of engineering designers. Providing such experiences at University can prove problematic. A new approach is described in which mechanical engineering students achieve such experiences through using the World Wide Web (WWW) as a rapid prototyping and production medium. They work in teams to design, develop, prototype and deliver a simple homepage on the WWW on the subject of concurrent engineering. Concurrent engineering principles and practice provide both the subject matter and a means for developing the product on the Web. The exercise is founded on an experiential model of learning and a coherent framework for describing concurrent engineering. Through provision of structured mechanisms for student reflection on their process, the students can demonstrate learning as illustrated in this paper.
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Dzogang, Fabon, Thomas Lansdall-Welfare, Saatviga Sudhahar, and Nello Cristianini. "Scalable Preference Learning from Data Streams." In WWW '15: 24th International World Wide Web Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2740908.2742008.

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Fu, Jianlong, Tao Mei, Kuiyuan Yang, Hanqing Lu, and Yong Rui. "Tagging Personal Photos with Transfer Deep Learning." In WWW '15: 24th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2015. http://dx.doi.org/10.1145/2736277.2741112.

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Cheng, Peizhe, Shuaiqiang Wang, Jun Ma, Jiankai Sun, and Hui Xiong. "Learning to Recommend Accurate and Diverse Items." In WWW '17: 26th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2017. http://dx.doi.org/10.1145/3038912.3052585.

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Reports on the topic "World Wide Web (WWW) and learning"

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Armstrong, Robert, Dayne Freitag, Thorsten Joachims, and Tom Mitchell. WebWatcher: A Learning Apprentice for the World Wide Web. Fort Belvoir, VA: Defense Technical Information Center, February 1995. http://dx.doi.org/10.21236/ada640219.

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Berners-Lee, T. Universal Resource Identifiers in WWW: A Unifying Syntax for the Expression of Names and Addresses of Objects on the Network as used in the World-Wide Web. RFC Editor, June 1994. http://dx.doi.org/10.17487/rfc1630.

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