Existing WBI Courses and their Design
Brenda Bannan-Ritland and William D. Milheim
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Introduction
As is evidenced in other chapters in this book, the World-Wide Web is becoming a major source for educational material delivered to learners who prefer (or are required) to learn apart from a traditional classroom. While the educational potential of this medium is just beginning to be realized, its utilization will certainly increase over time as larger numbers of educators and learners see the significant value for this type of instruction.
However, while there is tremendous potential for this type of learning, there is also a significant need to describe these Web-based courses in terms of their overall instructional design characteristics rather than defining each course only by the specific content it provides. Without this organizational process courses will be perceived and categorized based primarily on their subject matter, rather than the instructional strategies and tactics used for the delivery of the educational material.
The specific purposes for this categorization process of Web-based courseware include the following:
1. To describe the overall design characteristics of a specific course, including its basic instructional model (e.g., classroom vs. online) and the conceptual learning theory represented by its design (e.g., objectivist vs. constructivist, learner-centered vs. program centered);
2. To describe its general instructional methodology, including strategies such as the transmission of course content, the facilitation of student learning, fostering student collaboration and participation (including the development of various Web-based resources), role playing, and modeling of previous student work; and
3. To describe various course attributes related to Web-based delivery, including items such as e-mail, listservs, the creation or utilization of Internet links, as well as various multi-user domains (e.g., MUDs, MOOs, MUSHs).
Based on the factors described above, the current authors suggest a framework for analyzing and describing educational Web-based materials. This framework consists of a three dimensions including Overall Design, Instructional Methods, and Instructional Activities that can be used to describe various course components. This model and its three major components are described below, including examples from current Web-based courseware.
Overall Design
Designing any type of instruction involves determining the overall instructional approach, the theoretical or pedagogical basis for that approach, as well as the potential strategies or methods and corresponding instructional activities. When designed appropriately, these elements result in the significant engagement of the student in the learning process.
As with any new delivery medium such as the World Wide Web, a tendency exists to focus on design strategies based only on the technological capabilities of the medium, rather than the goals of the lesson, the needs of the learner, and the nature of the task involved (Rieber, 1994). Therefore, consideration of these core instructional elements become even more important when designing instruction for this new medium.
Existing courses delivered via the World Wide Web and examined through a framework of basic instructional elements necessary for effective design, demonstrate a broad continuum of approaches and philosophies, methodologies and instructional activities. Existing courses range from classroom-based instruction, including information posted on the World Wide Web as an alternative delivery mode for information presented in class; through classroom-directed learning supplemented with specific Web-based activities; to courses delivered totally on-line relying on Web-based resources as a full delivery mechanism for course interaction. The structure of these courses should be based upon underlying theoretical concepts related to specific beliefs concerning how learning occurs.
Bednar, Cunningham, Duffy and Perry (1991) strongly advocate identifying and applying a particular theory of learning when designing instruction. In Web-based instruction, the deliberate selection of a particular theoretical position provides the necessary basis for corresponding instructional methods.
Two primary schools of thought have emerged in regard to learning theory and the design of instruction that relate to the overall instructional utilization of Web-based courses. The objectivist and constructivist viewpoints offer drastically different positions on how knowledge is represented, how meaning is created, and therefore how learning occurs. Briefly, objectivist philosophy holds that information in the external world is mind-independent and can be characterized in objective, concrete terms which are transmitted or communicated from the instruction to the student. In contrast, constructivists believe that the individual student builds an internal and personal representation of knowledge which is indexed by his or her unique experiences (Bednar et. al., 1991). In Web-based instruction, the design of objectivist lessons may be represented by the posting of content organized by the instructor and delivered to the student; while constructivist design of the same course would include multiple opportunities for the student to synthesize, organize and restructure information as well as creating and contributing their own resources.
An additional theoretical consideration for the design of courses on the World Wide Web involves the control of learning activities. Student-centered learning is demonstrated by students selecting and sequencing educational activities as well as creating their own learning opportunities and satisfying their own learning needs (Hooper & Hannafin, 1991). In contrast, program-centered activities involve courses which are highly structured and organized by course designers for the student to later follow, with participation by the student often being prespecified by the instructor and designed to ensure mastery of particular content. Each of these theoretical frameworks significantly impact the resulting educational methods which are utilized for instructional delivery on the World Wide Web.
Instructional Methods
In addition to the several overall instructional approaches that can be used for the delivery of Web-based course materials, there are also a number of specific instructional methods that should be considered for this form of instruction. While many of these activities can be used in a variety of course delivery modes, they are particularly useful for courseware including a significant Web component. Table 1 below shows a number of these general instructional methods and specific utilization suggestions for their use in Web-based courseware.
Table 1:General Instructional Methods Useful for Web-Based Instruction
| General Method | Purpose | Implementation |
| Dissemination | Information Distribution | 1) Posting of course information 2) Organizing accessible Web-based resources and links 3) Providing transcripts of student Web-based exchanges 4) Providing links to digital text (e.g., on-line literary resources) 5) Similar to traditional lecture format |
| Facilitation | Student Assistance | 1) Providing guidance, directing discussion, suggesting possible resources, fielding questions, etc. 2) Accomplished through electronic dialogue using e-mail, listservs or computer conference capabilities 3) Establishing parameters and conducting |
| Inside Collaboration | Student Communication | 1) Provision of a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects among class members 2) Supported by activities such as e-mail, listservs, computer conference discussions, and Multi-User Dialogue environments |
| Outside Collaboration | External Interaction | 1) Invitations to external personnel to participate in computer conferences 2) Provision of Web-based links to external resources 3) Allowing access to Multi-User Dialogue (MUD) environments 4) Traditional methods including use of external speakers and guest lecturers
|
| Apprenticeship | External Expert Guidance | 1) Guidance from an outside expert for a particular learning task 2) Can be provided through e-mail, listservs, or computer conferencing activities |
| Generative Development | Content Generation | 1) Assimilation, interaction, and synthesis of information through the creation, organization or reorganization of specific content 2) Specific activities can include the development of original Web pages
as well as contributing or commenting |
| Role-Play | Simulated Role Portrayal | 1) Facilitated through Multi-User Dialogue (MUD) environments where instructors create a multi-user space with a central theme, characters and artifacts |
| Modeling | Behavior Modeling | 1) Ranges from modeling behavior in electronic environments to providing samples of relevant coursework 2) Provision of guidance for interactions in simulated environments such as MUSEs or MUDs 3) Posting of sample interactions, assignments, |
Instructional Activities
Involving the World Wide Web in course design affords both traditional forms of instructional activities as well as some unique forms of interpersonal exchange. While not all student activities are facilitated directly through the Web, the majority of activities involve on-line types of interaction which are supported through directions or resources posted on the Web. Traditional forms of instructional activities may include posting of course information, reading of papers and/or literary works available through digital text as well as asynchronous discussion-based facilities such as electronic mail, listservs and computer conferencing.
Other forms of exchange capitalize on the unique attributes of the Web and other on-line interpersonal tools. One of the most obvious attributes of the hypertext environment of the Web is the linking of additional resources for students to explore such as related Web pages, databases, tutorials, and software. Unique Web-based activities include preserving and posting student discussions which take place in listservs or conferencing and real-time interaction among students using Multi-User Dialogue (MUD) tools which provide a collaborative social environment for role-playing and social interaction concerning a specific topic or challenge. A description of the purpose and implementation of many of these activities is shown in Table 2 below.
Table 2: Specific Instructional Activities Associated with Web-Based Instruction
| Specific Activity | Purpose | Implementation |
| Posting Information | Information Delivery | 1) Distribution system for syllabi, handouts or other course-related information 2) Directions describing how to subscribe to one or more class-based listservs |
| Electronic Mail | Course Interaction | 1) Asynchronous communication between instructor and students 2) Facilitation of questions and answers 3) Submission of coursework 4) Completion of electronic forms 5) Facilitation of course surveys, evaluations, and other course-related activities |
| Listservs | Group Communication | 1) Synchronous class discussions 2) Directions concerning various course activities 3) Submission of assignments and proposals for feedback 4) Overall peer support 5) General instructor guidance |
| Link Resources | Links to Web Sites | 1) Readings as well as supplementary or enrichment information 2) Access to related databases, tutorials, or software for course-based activities |
| Contributed Links | Student Generated Links | 1) Permits students to automatically add their own Web links to the overall course site |
| Multi-User Dialogues | Real-Time Interaction | 1) Text-based environments providing collaborative environments for social interaction 2) Facilitation of innovative role-playing among class participants in a dynamic, electronically-constructed world |
| Computer Conferencing | Group Discussion | 1) Used to facilitate discussion on particular topics 2) Use of connected text messages and responses stored as threads 3) Creation of a hierarchical tree-like structure to reflect a conversational pattern 4) Generally instructor-led |
| Electronic Community | External Participation | 1) Participation from individuals outside of a formal class 2) Posting messages, initiating topics, and contributing personal links 3) Can provide valuable multiple perspectives from the external electronic community |
| Records of Exchange | Capture of Dialogue | 1) Capturing and posting of text dialogue from listservs or computer conferencing exchanges 2) Provision of a record of interaction for later viewing and analysis |
| Digital Text | Access to Literary Works | 1) Placement of classic and other literaryworks on the Web for downloading or reading 2) Provision of immediate access to poetry, papers, presentation notes, etc. for incorporation into course activities 3) Commentary feature permits students to insert comments into particular text passages |
| Web Page Creation | Develop Web Sources | 1) Involves students in synthesis of instructional Web-based content 2) Actual creation of Web resource by individual students |
| Posted Projects | Shared Project Examples | 1) Provision of shared examples of in-progress or completed projects, papers, and other student work on the Web 2) Used for modeling, discussion or review |
Web-based Course Examples
Many examples of current courses are available on the Web, representing various types of communication and potential interaction between instructors and students. Courses reviewed here were selected primarily from education and technology-related disciplines as samples of varying instructional approaches, philosophies, activities and methodologies. Reviewed through observation of only what was available online, the courses were examined for evidence the instructional elements outlined in the earlier sections of this chapter.
Other courses with additional types of strategies and methodologies can also be found on the Web. Examples of overall collections of sites highlighting courses with significant World Wide Web involvement include The World Lecture Hall , Web Based Courses , and a collection related to the World Wide Web Development Listserv .
The following specific examples represent a continuum of Web-based courseware ranging from the use of the Web as a simple information resource to the significant use of this immense resource. Each of these courses can be accessed directly by clicking on the link in this html document or from the authors' home page for this chapter.
Situated Cognition (University of Connecticut). This doctoral seminar is an example of utilizing the World Wide Web on a limited basis, where the Web is simply used simply as an alternative mode for the distribution of class-related information. Supporting in-class activities, the use of the Web in this course seems to represent the classroom-based model of instruction and an objectivist philosophy emphasizing the simple distribution and transmission of information. In this course, the Web is utilized as a method of disseminating information by providing course objectives and requirements, student assignments, topic outlines, and a reading list.
Educational Technology (San Francisco State University). This course represents a more comprehensive example of the classroom-based, objectivist model. At this site, the instructor uses both dissemination and facilitation methodologies in providing an extensive collection of handouts for each class session as well as using electronic mail support and the creation of Web-based forms to solicit student questions and comments.
Western Civilization (Boise State University). This course also represents a classroom-based model for utilizing the Web and another example of the objectivist model of teaching where the course is primarily program-centered. However, in this case, the instructor provides a on-line lecture which includes the significant use of Internet links to assist in the appropriate chunking of the course information and the provision of student readings (as digital text) to support classroom material. This site also provides Internet-based links to various library resources as well as study questions for student use. Finally, the use of inside collaboration strategies are supported through the provision of transcripts of student interactions which focus on various subjects related to the course content.
Applied Educational On-Line Technologies (University of New Brunswick). This instructional site delivers instruction through a totally on-line, constructivist model. While course expectations are clearly spelled out, the philosophy of this type of course is that students learn by doing through a student-centered approach including activities such as proposals submitted via e-mail, Web page development, projects posted on the Internet site, and reflective student papers. Communication among students and faculty at this site is carried out through computer conferencing and a variety of listservs which also serve as the primary channel of facilitation by the instructor.
Computers and Writing Conference Classroom Distant Spaces and Education (University of Texas at Austin). This site provides further information describing how Web-based courses can be offered through a variety of innovative approaches. Although not a specific course, this resource serves as a discussion center for Web-based pedagogy and innovative methods, describing on-line courses and including succinct descriptions concerning how to provide Web-based courseware within a learner-centered constructivistic or social constructivistic framework. Specific methodologies demonstrated and described at this site include the utilization of role playing and MUDs, the development of Web pages, processes related to reading and commenting on digital text, the use of inside collaboration techniques (e.g., class listservs), and outside collaboration methods such as providing access to participants both inside and outside of a class so that they can contribute relevant links and personal comments to Web-based courseware.
Rhetoric of Epic Narratives (University of Texas at Austin). Finally, this site allows students to explore various constructed environments based on particular themes such as ancient Greece or Rome through the use of MUSE or MUD-based technology. The instructional facilitation is controlled by the instructor who creates the overall situation while students role play various characters provided within the setting. While students interact with the environment and the artifacts within it, they develop new relationships with the provided scenarios and become deeply engaged with the material. Outside of the constructed world, students can further analyze their own (or other's) responses through accessing the records of student exchanges that are posted during the course.
Conclusion
Delivering instruction using the World Wide Web is becoming increasingly popular, both as an adjunct to traditional classroom-based education and as a stand-alone platform for the delivery of entire courses. Although still somewhat in its infancy, these methods are being demonstrated in many discipline areas from K-12 education through graduate study.
While these methods are increasing in general utilization, the Web-based courses do require a systematic approach to various issues including overall design, instructional methods, and instructional activities in order to provide effective instructional interactions for the faculty and students who choose this form of education. It is hoped that the general discussion of these concepts and the examples provided above will assist instructors, researchers, and course developers in their pursuit of quality Web-based courseware.
References
Rieber, L. (1994). Computers, graphics and learning. Madison, WI: WCB Brown & Benchmark.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1992). Theory into practice: How do we link? In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 17-34). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hooper, S., & Hannafin, M. J. (1991). The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology, Research and Development, 39(3), 27-40.