A General Framework for the Development of Web‐Based Instruction

Bannan-Ritland, Brenda; Harvey, Douglas; Milheim, William D.

doi:10.1080/0952398980350204

Cited by 11 publications

(6 citation statements)

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“…They have also revealed that expert instructional designers rely on casespecific strategies in guiding the design process. Still, researchers such as Atchison (1996) and Rowland (1992a, b) have raised concerns about the lack of systematic investigation of the gap between the actual instructional design process practiced by experts and so-called instructional design models, urging the need for further developing understanding and methods of capturing the quintessence of expert practice. They have argued that a significant portion of the instructional design process varies from the commonly held, ''rational'' (or procedural) view of instructional design and represents a reflective and creative process based on observations of the iterative, cyclical, and ad hoc design processes used in practice.…”

Section: Research On Expertise In Instructional Designmentioning

confidence: 99%

“…Although there have been several research studies attempting to systematically investigate expert performance in instructional design (Rowland 1992a, b;Atchison 1996;Le Maistre 1998), few of them provided details and guidance concerning the selection of experts.…”

Section: Selection Of Participantsmentioning

confidence: 99%

“…Still, many researchers have criticized the fact that the vast majority of the pros and cons are recollections and opinions about how to develop e-learning courses rather than systematically gathered research data to help us make informed decisions in this overheated debate (Bannan-Ritland et al 1998;Khan 1998;Ritchie and Hoffman 1997;The Institute for Higher Education Policy 2000). These recollections and opinions can be helpful to the extent that they can provide useful insights, but what would be even more helpful is to find experienced instructional designers who have successfully developed quality e-learning courses and identify the underlying knowledge and skills that guided their performance.…”

Section: Introductionmentioning

confidence: 97%

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Heuristic task analysis on e-learning course development: a formative research study

Lee

Reigeluth

2009

Asia Pacific Educ. Rev.

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Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve the HTA process. Three instructional designers from three different post-secondary institutions in the U.S. were selected for interviews. The interviews focused on three e-learning course development cases (one from each institution), and the participants were asked to articulate their underlying thoughts and principles for designing e-learning courses. Overall, the HTA process worked well in the sense that the study could elicit procedural steps and sub-steps involved in e-learning course development and heuristic knowledge with which the instructional designers performed each step. On the surface, the e-learning course development processes that the instructional designers used looked more alike than different, entailing major steps such as meeting with faculty, developing content, monitoring courses in progress, and debriefing the instructor and students. The underlying principles and knowledge that guided each instructional designer through the processes, however, were unique in that each instructional designer constructed her own heuristics to accommodate the myriad contextual factors that arose in her work setting. The study also discussed the challenge of identifying the simplest yet most representative e-learning course development case with multiple experts and suggestions for further improving the HTA process were also presented.

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Section: Research On Expertise In Instructional Designmentioning

confidence: 99%

Section: Selection Of Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

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Heuristic task analysis on e-learning course development: a formative research study

Lee

Reigeluth

2009

Asia Pacific Educ. Rev.

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“…The World Wide Web (web) has been used for many purposes including information delivery with pre-defined resources, information delivery with online interaction, pre-designed instructional delivery, information synthesis, creation of resources and immersive collaborative environments (Bannan-Ritland, Harvey & Milheim, 1998;Flake, 2001;Herrington & Oliver, 1999). The tools and components used for such a variety of purposes include the presentation of information using static visual displays (Mitchell, 2000), animations with audio (Hartley, 2000), multimedia modules, e-mail, listserves and chat rooms.…”

Section: Use Of a Web Environmentmentioning

confidence: 99%

Supporting Reflection on Learning With a Web Environment in Australian Preservice Teacher Education Classes

Hoban

2006

Res. Practice Tech. Enhanced Learning

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Current efforts for teacher education reform in several Asia-Pacific countries suggest that preservice teachers need to develop a better understanding of learning. One way to do this is to have preservice teachers reflect upon themselves as learners in their teacher education classes. In this study, students in a course in an Australian university teacher education program used a World Wide Web site that was designed to incorporate a three-phase reflective framework-analysis, synthesis, and theorizing-to assist them to reflect on their experiences as learners in university classes. The web environment included a database to help the students structure their reflections to collect data and theorize about their experiences. In the third phase of the framework-theorizingthe students developed a metaphor to represent the complexity of their own learning and labelled it with key learning factors. Most students believed that the design of the website guided them in their reflections and the metaphor enabled them to represent the complexity of their own classroom learning. Students in other Asia-Pacific countries would also be able to use the reflective framework in their teacher education classes and it could be adapted to include other influences such as culture on learning.

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“…Design of web-based instruction requires careful analysis of the available resources of the web for delivering the information in conformity with instructional design principles. Bannan-Ritland et al (1998) propose a hierarchical framework as shown in Table 1, for web-based instruction delivery. Figure 1 gives a rough model of the factors influencing the process of learning and teaching (Gorny, 1997;Meyer, 1991).…”

Section: Design Backgroundmentioning

confidence: 99%

Web‐based Interactive Simulator for Rotating Machinery

Sirohi¹

1999

Educational Media International

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AbstractsEnglish: The wide potential of the World Wide Web technology has offered huge pedagogical possibilities and posed instructional design challenges. Baroma, the WWW-based educational engineering interactive software for teaching/learning Balance of rotating machinery is designed and developed by combining didactical and software ergonomical approaches. The software at present in tutorial form simulates the problem using Visual Interactive Simulation in the form of graphical display, and animation is brought about through GUI features of JAVA. The software which can be run from heterogeneous platforms, can be used as a complement to the regular course or as a stand-alone tutorial.Français: L'immense potentiel de la technologie du Web offre de grandes possibilités pédagogiques et des challenges pour des projets éducatifs. Baroma, le WWW base sur un software d'ingénierie interactif pour l'enseignement et l'apprentissage, Balance of rotative machinery, est conçu et développé en combinant les approches didactiques et le software ergonomique. Le software present sous une forme tutoriale simule le problème de l'utilisation faisant appel à la situation visuelle interactive sous forme d'exposition graphique et l'animation est fournie grâce aux caractéristiques GUI de JAVA. Le software qui peut etre exploité à partir de plate-formes hétérogènes peut etre utilise en complement des cours réguliers ou seul comme un tuteur.

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A General Framework for the Development of Web‐Based Instruction

Cited by 11 publications

References 0 publications

Heuristic task analysis on e-learning course development: a formative research study

Heuristic task analysis on e-learning course development: a formative research study

Supporting Reflection on Learning With a Web Environment in Australian Preservice Teacher Education Classes

Web‐based Interactive Simulator for Rotating Machinery

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