DEVELOPMENT AND EVALUATION OF A FRAMEWORK FOR CREATING WEB-BASED LEARNING MODULES: A PEDAGOGICAL AND SYSTEMS PERSPECTIVE

Thomas Janicki,Jens O Liegle

doi:10.24059/olj.v5i1.1887

Abstract

Educational content on the Internet is rapidly increasing. Educational institutions and businesses are placing more course material online to supplement classroom and business training situations. Prior researchers have reported that this new web-based training technology (which has its foundation in computer-based training) has not integrated sound pedagogical practices into theauthoring process when developing new tutorials. This research merges theories from the instructional design and web-based design researchers in a framework for more effective web-based tutorials. To test the effectiveness of this model, a prototype computer system is developed. This system named WeBTAS (Web-Based Tutoring Authoring System) is reviewed by two different panels of educators. These panels report that the prototype system does promote five different learning principles as part of the authoring process. In addition the system was implemented on a pilot test basis and its initial observations are that it produces an average of 15% more learning content in the same development time as conventional authoring tools.

Highlights

Educational content on the Internet is rapidly increasing
This paper summarizes and details the incorporation of learning principles into a new Web-Based Authoring system
It reviews the process of verifying that five learning principles had been incorporated into the authoring process

Summary

Introduction

Educational content on the Internet is rapidly increasing. Educational institutions are placing more course material on-line to supplement and sometimes replace classroom instructions. North Carolina has implemented a telecommunications network called VistaNet that provides advanced levels content to smaller secondary and primary schools within the state. This network provides students in smaller rural districts access to the same advanced courses offered at more urban and larger schools. Schools such as Kent State University and the University of South Carolina beam lectures from one campus to their regional campuses This provides students at regional campuses the opportunity to enroll in upper level courses without the time and travel costs associated with taking them at the main campus [Atkinson, 1996; Cassidy, 1995]

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Conclusion