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• W291565913 abstract "Abstract Courses in Web-Based Instruction (WBI) are at the forefront of every higher education institution and the need for guidelines on how to design, develop, and implement such courses is eminent. This article discusses an effectiveness evaluation of the process of designing, developing, and implementing a graduate level course aimed at teaching the concepts and principles underlying WBI. The evaluation revealed several important findings leading to the identification of successful and unsuccessful instructional activities and the level of pedagogical and technological scaffolding required to support students in implementing these activities. ********** Rationale Faculty from three higher education institutions collaborated to design a graduate course on Web-Based Instruction (WBI). The rationale for launching this course was based on four premises: 1. Increasingly, higher education institutions and faculty members are feeling pressure to offer Web-based courses to meet economic and student demands, and to respond to the explosive surge of activity surrounding the development and use of WBI. 2. Despite the advertised ease of creating WBI using Web-based course management tools (like WebCt and Blackboard), faculty members and instructional designers working to meet this demand are discovering that the creation of WBI comes at a considerable price in terms of time, effort, and resources. 3. Many faculty are engaged in transforming their current traditional classroom-based courses to a Web-based format ending with little more than another version of the same course. This suggests that there is an eminent need for guidelines to redesign such courses in order to pedagogically reengineer them for Web delivery (Dabbagh & Schmitt, 1998). 4. No course providing such guidelines previously existed at any of the higher education institutions' Instructional Technology programs where these three faculty members were employed. Collaboration and Interaction Scholars and proponents of interactive technologies claim that collaboration and interaction are important components of course design (Spence, Stubbs, & Huber, 2000, p.2). Collaboration on course design can help instructors avoid the pitfalls of courses that rely on new learning technologies and an emerging body of literature. The faculty members who collaborated on the design of this course were guided by at least two principles that lead to the formation of a partnership: a common intellectual challenge and complementary expertise. They were challenged by their respective institutions to design a course on WBI, having experienced teaching using online technologies and presented at several conferences on the topic of WBI. Additionally, one of these faculty members had just edited a book on WBI (Khan, 1997); the second had just finished teaching an online course to in-service teachers and was evaluating its instructional effectiveness; and the third was facing the challenges of interfacing between face-to-face and online instruction and how to successfully redesign instructional strategies to address both modalities. The faculty were convinced that a course on WBI would prepare students in their Instructional Technology programs to face the eminent challenges of designing and delivering Web-based courses. Course Development Course Objectives The process began with a search for similar efforts at other higher education institutions, a review of the existing literature on WBI, and a content analysis of this literature to determine the course objectives and the appropriate instructional activities. After several iterations, the course objectives emerged as follows. Upon the completion of this course, students will be able to: 1. Discriminate between WBI and other educational uses of the WWW. …" @default.
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• W291565913 date "2001-12-22" @default.
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• W291565913 title "Designing Effective Instructional Strategies for a Web-Enhanced Course on Web-Based Instruction" @default.
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