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Instructional and Cognitive Impacts of Web-Based Education

Book Description

Web sites are increasingly being used by educators in place of traditional content media and instructional approaches, such as texts and lectures. This new teaching philosophy has led to a myriad of questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographic and national boundaries.

Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

Table of Contents

  1. Copyright
  2. NEW from Idea Group Publishing
  3. Preface
  4. Conditions for Web-Based Learning with Real Events
    1. Distance Learning
    2. Educational Arguments for Distance Training
    3. Economical and Business Arguments for Distance Training
    4. ICT
    5. Developments: Working in a Professional Context
    6. Development: ICT and Competence-Based Distance Training
    7. Learning with Real Cases
    8. Guidelines
    9. Pitfalls
    10. Wrapping Up
    11. References
  5. Design Guidelines for Web-Based Courses
    1. Why Teach and Learn Online
    2. Web-Enhanced and Web-Based Courses
    3. Designing Web-Based Courses
    4. Assessment
    5. Guidelines for Users
    6. Support Considerations for Faculty and Students
    7. Conclusion
    8. References
  6. Cognitive Effects of Web Page Design
    1. Introduction
    2. The Nature of Web-Based Instruction
    3. Cognitive Factors in Web Page Design
    4. Future Directions in Web Page Design
    5. Conclusion
    6. References
  7. A Ten-Level Web Integration Continuum for Higher Education
    1. The Web Integration Continuum
    2. Level 1: Marketing/Syllabi Via the Web
    3. Level 2: Student Exploration of Web Resources
    4. Level 3: Student-Generated Resources Published on the Web
    5. Level 4: Course Resources on Web
    6. Level 5: Repurpose Web Resources
    7. Level 6: Substantive and Graded Web Activities
    8. Level 7: Course Activities Extending Beyond Class
    9. Level 8: Web as Alternate Delivery System for Resident Students
    10. Level 9: Entire Course on the Web for Students Located Anywhere
    11. Level 10: Course Fits within Larger Programmatic Web Initiative
    12. Reflection on the Levels
    13. Next Steps
    14. References
  8. Implementation Considerations for Instructional Design of Web-Based Learning Environments
    1. Introduction
    2. Background
    3. Building Quality Structures for Creating Web-Based Learning Environments
    4. A Real-World Staff-Development Course Model: Marquette University and Milwaukee Public Schools
    5. Future Trends
    6. Conclusion
    7. Acknowledgments
    8. References
  9. Theory Supporting Design Guidelines for Web-based Instruction
    1. Gestalt Theory
    2. Cognitive Theory
    3. Constructivist Theory
    4. Conclusion
    5. References
  10. ID and HCI: A Marriage of Necessity
    1. Background
    2. Instructional Design and Interface Design
    3. The Design Process
    4. Development of Objectives and Assessment Instruments
    5. The Development Process
    6. Formative Evaluation
    7. The Revision Process
    8. Summative Evaluation
    9. When Interface Design and Instructional Goals are at Odds
    10. Future Trends
    11. Conclusion
    12. References
  11. Preparing Tomorrow’s Teachers to Use Web-Based Education
    1. Background
    2. Issues and Problems
    3. Solutions and Recommendations
    4. Five Levels of Web Use
    5. Information Literacy and Research Skills
    6. Technology Skills
    7. Technological Competence
    8. Future Trends
    9. Conclusion
    10. References
  12. Developing Web Pages as Supplements to Traditional Courses
    1. Background
    2. The Need for Careful Planning
    3. Learn an Editor or Html?
    4. Specific Tips about Content
    5. Future Trends
    6. Conclusion
    7. References
  13. Theoretical and Practical Considerations in the Design of Web-Based Instruction
    1. Introduction
    2. Unique Instructional Features of the World Wide Web
    3. Epistemological Considerations
    4. Factors that Influence the Design of Web-Based Instruction
    5. Recommendations
    6. Web-Based Instruction in the Twenty-First Century
    7. Conclusions
    8. References
  14. Using Situated Learning as a Design Strategy for Web-Based Learning
    1. Web-Based Instructional Design
    2. Situated Learning Through Web-Based Environments
    3. Ronsub: A Problem-Based Learning Environment
    4. Summary and Conclusions
    5. References
  15. A Case Study of Lessons Learned for the Web-Based Educator
    1. Background
    2. Lessons Learned
    3. Recommendations
    4. Conclusion
    5. References
  16. Examining the Range of Student Needs in the Design and Development of a Web-Based Course
    1. Background
    2. Factors to be Considered in the Design Process
    3. Future Trends
    4. Conclusion
    5. References
  17. Layers of Navigation for Hypermedia Environments: Designing Instructional Web Sites
    1. Hypermedia and Learning
    2. Future Trends and Conclusion
    3. References
  18. Strengthening Learning on the Web: Programmed Instruction and Constructivism
    1. Programmed Instruction
    2. Constructivism
    3. The Case for Combining Programmed Instruction and Constructivism
    4. Guidelines for Planning a Combination Lesson
    5. Example of Planning to Develop a Combined Lesson
    6. Conclusion
    7. References
  19. Designing Technology-Enhanced Learning Environments
    1. Abstract
    2. Introduction
    3. A False Dichotomy
    4. System Dynamics
    5. Conclusions
    6. References
  20. About the Authors
    1. Book Editor
    2. Chapter Authors
  21. Index