Revealing And Resolving Disorientation In An Online Course Module Of Java Programming

Abstract

While web-based learning is becoming a notable medium for learners opting for distance and open education, it poses its own challenges in terms of usability and navigation. One of these challenges is disorientation in hypermedia settings, resulting in deviation from learning goals. We provide a novel interpretation of the term disorientation by combining the effects seen in virtual relocation in hyperspace (navigational disorientation) with mental relocation seen in mind wandering or external distractions (mental disorientation) based on their similar characteristics and consequences on learning outcomes. This research uses this distinction to measure and resolve disorientation in web-based learning environments. We implement a system with disorientation module which reveals and resolves disorientation, enabling the study of the impact of different kinds of disorientation on learning of students in an online programming course. Study results reveal that learner performance in a web-based learning environment is negatively affected by disorientation, and that learners have to reorient themselves to their learning goals in situations of both navigational and mental disorientation.