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The purpose of this study is to explore learner engagement and motivation related to "Flow" particularly in WBI settings. In the "Flow" state people are absorbed in their activities while irrelevant thoughts and perceptions are screened out. In this article, we attempted to identify some of the critical elements of learner feelings and WBI features which relate to the experience of "Flow." Survey data were collected from 266 Korean cyber-university students and the data were subject to factor analyses and multiple regression to determine the best predictors of "Flow" in WBI environments. As a result, six factors, including G-factor for flow, were found. Based on these findings, a theoretical model for Learner Flow within WBI was proposed.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using the criteria based on Rogers' learning theory and the person-centered model of instruction developed by Miller and Mazur (2001), a case example of a Web-centric course is evaluated. The case study evaluation results are discussed in terms of the following criteria: (1) the course provides an emphasis on the learners' interests, personal ability, and prior knowledge of the instructional topic; (2) the facilitative instructor should connect students' knowledge and interests with content principles of the course; (3) the facilitative instructor should select an environment that supports collaborative learning and learner control; (4) the facilitative instructor allows students to develop individually achievable objectives based on their interests and abilities within the context of the course, which could be done in the form of a written contract with the facilitative instructor; (5) the facilitative instructor allows students to develop forms of self-evaluation to demonstrate significant learning based on the individual students' learning objectives; (6) learners work with the facilitative instructor to organize the areas of interest to cover so he or she can meet the needs of the students' learning objectives and maximize the learning potential; (7) the facilitative instructor identifies, selects, and presents to the learners resources to enhance their learning experience; (8) the learners conduct self-evaluation based on their individual learning objectives outlined in their learning contracts; and (9) outcomes of the course should show significant learning. These nine criteria can be used to identify the extent that a Web-based course fits with Rogers' person-centered learning theory. (Contains 25 references.) (Author/AEF)

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using the criteria based on Rogers' learning theory and the person-centered model of instruction developed by Miller and Mazur (2001), a case example of a Web-centric course is evaluated. The case study evaluation results are discussed in terms of the following criteria: (1) the course provides an emphasis on the learners' interests, personal ability, and prior knowledge of the instructional topic; (2) the facilitative instructor should connect students' knowledge and interests with content principles of the course; (3) the facilitative instructor should select an environment that supports collaborative learning and learner control; (4) the facilitative instructor allows students to develop individually achievable objectives based on their interests and abilities within the context of the course, which could be done in the form of a written contract with the facilitative instructor; (5) the facilitative instructor allows students to develop forms of self-evaluation to demonstrate significant learning based on the individual students' learning objectives; (6) learners work with the facilitative instructor to organize the areas of interest to cover so he or she can meet the needs of the students' learning objectives and maximize the learning potential; (7) the facilitative instructor identifies, selects, and presents to the learners resources to enhance their learning experience; (8) the learners conduct self-evaluation based on their individual learning objectives outlined in their learning contracts; and (9) outcomes of the course should show significant learning. These nine criteria can be used to identify the extent that a Web-based course fits with Rogers' person-centered learning theory. (Contains 25 references.) (Author/AEF)

With accelerated progress of information and communication technologies (ICT), web-based instruction (WBI) is becoming a popular method for education resources distributing and delivering. This study was conducted to explore what factors influence college students' behavioral intentions to utilize WBI systems. To achieve this aim, a WBI system was developed and employed in a vocational college in Taiwan to support undergraduate courses learning. Drawing on the concepts from Technology Acceptance Model (TAM), Theory of Reasoned Action (TRA), and Social Cognitive Theory (SCT), this study proposes a nomological framework and develops an instrument for measuring college students' intention to use the WBI platform. The empirical results indicate that students show great readiness and positive intentions towards the system for their web-based learning activities and expose a possible benefit from its use in the long term. The research findings can provide instrumental suggestions for web-based instruction practices and may serve as instrumental guidelines for WBI systems to be effectively designed to advance college students' interests and activations in the virtual learning environment. (Contains 2 figures and 3 tables.)

Public key cryptography and the infrastructure that has been designed to successfully implement it, the Public Key Infrastructure (PKI), is a very promising computer security technology. As a significant enhancement to this infrastructure, DoD is now issuing smart card tokens, in the form of the Common Access Card (CAC), to its service members. This card is a relatively complex cryptographic device that contains its user's private keys, digital certificates, and other personal administrative information. Service personnel are being issued these cards with little or no training regarding what they are or how they function, Such an omission detracts from the infrastructure's overall security. This thesis presents an introductory-level description of public key cryptography and its supporting infrastructure (PKI). The thesis then goes on to develop a web-based training tool that could provide all DoD CAC holders with the rudimentary knowledge of how their CAC fits into the broader infrastructure. The training tool will require no instructor, and will present a validation test to each user. DoD commands could utilize this tool to provide basic CAC training to their members.

Three years of developing an online course, responding to student needs, technological advances, communication issues, campus policies and politics, and an assortment of other issues taught the authors of this paper many lessons about Web-based instruction at the university. Experience indicated that prior to committing a course to online delivery, four areas should be addressed: philosophy (reasons for pursuing online instruction), student needs, instructional paradigms (matching the appropriate pedagogical model/strategies to the distance learning environment), and preparation/teacher needs. The paper concludes that the delivery of Web-based distance learning is both workable and productive, and that online learning can be superior to that of traditional classroom instruction. (Contains 14 references.) (AEF)

This paper presents the methods and results of a year-long evaluation study, conducted for the purpose of determining disability accessibility barriers and potential solutions for those barriers found in four World Wide Web-based learning environments. The primary questions used to frame the evaluation study were: (1) Are there any features of the specific Web-based courseware package (learning environment) that are difficult to access by persons with disabilities? (2) What are the ways in which accessibility might be improved for the Web-based courseware? (3) Are there any standard HTML features of many Web pages in general that are difficult to access by persons with disabilities? and (4) What tools are available for checking accessibility for future revisions of the Web-based courseware? Subjects were 11 university students with disabilities. The methods outlined include computer-based analysis tools, computer-facilitated focus groups, and focused individual interviews. Common limitations and suggested solutions are discussed in the following areas: lack of alternative text for images, imagemap hotspots, and applets; forms usage; frames usage; graphical icons; tables usage; and browser-specific code. Additionally, the paper includes URLs (Uniform Resource Locators) for several Web resources on accessibility, including a site created by the author based on the results of the evaluation study. (MES)

This paper describes the "AIChE Concept Warehouse," a recently developed web-based instructional tool that enables faculty within the discipline of chemical engineering to better provide their students concept-based instruction. It currently houses over 2,000 concept questions and 10 concept inventories pertinent to courses throughout the core chemical engineering curriculum. These questions are available for faculty use both as in-class concept-based clicker questions (or ConcepTests) and stand-alone concept inventories, and can be accessed in various formats (online or offline) for use in class and on assignments and exams. The design philosophy is to make the tool versatile so that it can be used in the way that best fits with the instructor's teaching philosophy and the program's educational environment. Instructors and students perceive it to catalyze engagement and promote learning. While domain specificity is critical to the targeted development of tools like the one we describe, we argue that the computer-based approach is generic and could be applied to any engineering discipline. One objective in describing this tool and characterizing our experiences using it is to contribute to such wider adaptation.

This paper highlights features, uses, and training issues related to AltaVista Forums, a World Wide Web-based conferencing tool. An overview of the features of AltaVista Forums is provided; highlights include asynchronous online discussions, chats, document attachments, URL posting, a calendar feature, and mail-to listings. Pricing and system requirements are noted. The integration of AltaVista Forums in postsecondary courses at the University of Indianapolis and Indiana University is then discussed, including a few techniques the authors have used or observed for integrating AltaVista Forums. Training strategies to support faculty and student use of AltaVista Forums are presented, and student and faculty reactions to AltaVista Forums are summarized. The paper concludes with a discussion of advantages and disadvantages of AltaVista Forums. (DLS)

This paper highlights features, uses, and training issues related to AltaVista Forums, a World Wide Web-based conferencing tool. An overview of the features of AltaVista Forums is provided; highlights include asynchronous online discussions, chats, document attachments, URL posting, a calendar feature, and mail-to listings. Pricing and system requirements are noted. The integration of AltaVista Forums in postsecondary courses at the University of Indianapolis and Indiana University is then discussed, including a few techniques the authors have used or observed for integrating AltaVista Forums. Training strategies to support faculty and student use of AltaVista Forums are presented, and student and faculty reactions to AltaVista Forums are summarized. The paper concludes with a discussion of advantages and disadvantages of AltaVista Forums. (DLS)

The purpose of this study was to test the principle of modality by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of declarative statements explaining the animated sequence and a complex support mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based lesson without any auditory support of the animation was also employed. Learning was measured through drawing, terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of auditory support.

Higher education expenditures are being increasingly targeted toward distance learning, with a large portion focused specifically on web-based instruction (WBI). WBI and classroom-based instruction (CBI) tend to offer students diverse options for their education. Thus, it is imperative that colleges and universities have ample, accurate information to help determine the extent and nature of WBI offerings that best fit with the strategy and mission of the institution. In an effort to contribute to the body of knowledge on WBI, this study compares student performance between CBI and WBI, specifically with regard to the learning of procedural knowledge. The study hypothesizes that WBI will be more effective than CBI in this context and tests this hypothesis using t-tests to compare the means on ten spreadsheet projects. The results provide only minimal support for the hypothesis; yet, the results also indicate some interesting anomalies that warrant further discussion and research.

This paper deals with a significant challenge in education today: the challenge to teach life long learning and critical thinking skills in Web-based environments. This is a challenge for two reasons. First, business and government are pressuring educational institutions to prepare employees who can think critically, solve a range of problems, move easily from one task to another, work in team situations, and continuously enhance their knowledge and skills. Second, consumers (i.e., students) desire more distant learning strategies. Most strategies that develop these skills emphasize small group work, collaboration, and teacher/group interactions. One approach to this challenge is to apply the Rich Environments for Active Learning (REAL) model to Web-based learning environments. REALs are interactive, student-centered learning environments that rely on intentional learning, authentic contexts, generative learning activities, collaboration, and reflection to address the learning of content and lifelong learning skills. (Contains 35 references.) (Author)

A case study compared web-based and classroom instruction. Subjects, 40 students enrolled in a Communication Technology and Change class, were divided by volunteers into an Internet section (16 students) and a regular classroom section (24 students.) Results indicated that in all cases the classroom section performed slightly better than the Internet section, but in no case did the differences achieve statistical significance. Findings suggest that web-based instruction is as effective as classroom instruction as far as grades are concerned, but if classroom discussion is important to learning then students did not receive the same quality of instruction. Suggestions for future web-based courses are included. (Contains 14 references and 3 tables of data; two appendixes presenting the Internet and computer use questionnaire and the distance learning response questionnaire are attached.) (SC)

Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work can be included as models, and updating or expansion of texts is as easy as changing HTML files. With over 40 hours of instruction per play module, assignments can be individualized to student needs and used repeatedly--for instruction, clarification, make-up on missed classes, or review for exams. Materials for each play include three lectures and seven topics for exploration (issues, character, plotting, genre, critics, staging, and background); instructional aids on cast, story line, literary terms, and references, as well as access to a searchable text of Shakespeare's works, are included. Results over 5 years of development and revision are reported. Topics discussed include: structure of the Shakespeare Hypertext Guides (SHGs); pedagogical advantages of hypertextual instructional materials; and the development process from theory to prototype to evaluation to revision. One figure illustrates a sample page of the SHG, and a table presents data on the logistics and evaluation of Shakespeare courses using SHGs. (Author/DLS)

This paper focuses on the use of Web-based instruction in social studies methods. The paper examines how Web-based instruction can transform teaching and learning and explores the problems and possibilities involved with electronic classrooms, including Web-supported instruction. Based upon an earlier study involving online instruction, that Web-based instruction (comprehensive online instruction) and Web-supported instruction (teacher meets class but instruction is supported by the Web) can be transformative enterprises meeting the high expectations of teaching and learning for the instructor and student. The James Madison University (JMU) in Virginia served as a case study for examining Web-based instruction for social studies methods courses. It describes the University and explains how this particular type of instruction is used in different courses. The paper concludes that the possibilities of Web-supported instruction in social studies methods classes are infinite, but cautions that significant problems are to be encountered for a smooth electronic experience between teacher and student. (Contains 24 references.) (BT)

This research is to articulate a learning process in resource-based well-structured instruction in webbased distance learning environment. To explore the learning process, a web resource-based self-learning program, which is highly structured with structuring elements from literature review, was developed as a college level course. Sixty-seven junior students at a cyber university in Korea, aged from 20s to 50s, were required to learn the program given for eight weeks. Students? perceived learning processes from Questionnaires, achievement scores, satisfaction levels, interview data, were collected and analyzed. As a result, an observable action model and a conceptual model of the learning process were derived, which students and experts verified. Cognitive achievement factor and satisfaction factor were also considered in the learning process model. Consequently the learning process constitutes a major phase (initiation ? contact learning material ? internal process ? individual understanding ? externalization ? internalization) and a minor phase (minor informal offline interaction among students) in resource-based highly structured self-learning. Implications of each stage in the model and recommendations for further study were suggested.

This research is to articulate a learning process in resource-based well-structured instruction in webbased distance learning environment. To explore the learning process, a web resource-based self-learning program, which is highly structured with structuring elements from literature review, was developed as a college level course. Sixty-seven junior students at a cyber university in Korea, aged from 20s to 50s, were required to learn the program given for eight weeks. Students? perceived learning processes from Questionnaires, achievement scores, satisfaction levels, interview data, were collected and analyzed. As a result, an observable action model and a conceptual model of the learning process were derived, which students and experts verified. Cognitive achievement factor and satisfaction factor were also considered in the learning process model. Consequently the learning process constitutes a major phase (initiation ? contact learning material ? internal process ? individual understanding ? externalization ? internalization) and a minor phase (minor informal offline interaction among students) in resource-based highly structured self-learning. Implications of each stage in the model and recommendations for further study were suggested.

This study explored the efficacy of web-based instruction in topics in elementary school mathematics in fostering teachers' confidence and competence in using instructional technology, and thereby promoting more positive attitudes toward using computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p less than 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group. (Contains 3 figures and 17 tables.)

This paper describes the research and development of a fully World Wide Web-based credit course in the English Department at the University of Waterloo (Ontario). One hundred students from across Canada complete four exercises in technical writing over a four-month term. In the process, they learn to understand and apply the principles of SGML (Standard Generalized Markup Language) design in their assignments and in the profession generally. Their assignments are converted and displayed on the course Web site for markers' assessments and for their shared use. Students employ the same tools, software and designs that the instructors use to create all aspects of the course materials. Through this exposure, they are able to evaluate instructional methods by practicing them in their own work. Half the course grade is derived from students working entirely online in groups of three. All aspects of instruction are supervised and integrated by instructors using newsgroups, chat, online tutorials and instructor comments. A commercial version of the course is available to organizations for their training needs. (Author/AEF)

This paper presents results of research on an intensive online graduate level course in Web-based instruction (WBI) delivered via the same medium. The classes, offered concurrently at the University of Memphis and at Georgia State University, provide students with experiences centered around three areas: being a student in an online environment; being a designer and developer of online learning; and being a critic of WBI materials and resources. The results of analysis of the data collected over three semesters of this course are addressed, and findings are discussed in the areas of: synchronous versus asynchronous interaction; the importance of technical prowess; aids and barriers to the establishment of a learning community; and the affective dimensions of WBI. The paper concludes that careful consideration must be made of learners, the environment, and other issues associated with an educational system. Contains 18 references. (AEF)

In today's world, it is acknowledged by almost all folks of life that the traditional educational institutions are inadequate in educating the growing population. This situation has triggered research into finding ways to provide economical and of high quality education to wider masses of people. Currently, web based instruction seems to be the point that has been reached to meet such a demand. In web based instruction, students' and tutors' perspectives play an important role in the facilitation of successful outcomes. Moving on from that, the aim of this research is to investigate web based instruction in view of the tutors' and students' perspectives. In order to achieve such an aim, face-to-face interviews were carried out with 10 tutors from the e-MBA Master's Degree Programme at Bilgi University, and with 10 students registered in the same programme. Nine semi-structured interview questions were used to investigate the participants' perspectives on web based instruction and the interview data were analyzed accordingly.

In today's world, it is acknowledged by almost all folks of life that the traditional educational institutions are inadequate in educating the growing population. This situation has triggered research into finding ways to provide economical and of high quality education to wider masses of people. Currently, web based instruction seems to be the point that has been reached to meet such a demand. In web based instruction, students' and tutors' perspectives play an important role in the facilitation of successful outcomes. Moving on from that, the aim of this research is to investigate web based instruction in view of the tutors' and students' perspectives. In order to achieve such an aim, face-to-face interviews were carried out with 10 tutors from the e-MBA Master's Degree Programme at Bilgi University, and with 10 students registered in the same programme. Nine semi-structured interview questions were used to investigate the participants' perspectives on web based instruction and the interview data were analyzed accordingly.

This thesis presents a set of principles for web-based instruction based on literature from instructional design, usability engineering, and human computer interaction. A questionnaire based on usability and instructional design attempts to show that in order to improve web-based instruction, usability and instructional design need to be taken into consideration when constructing long distance courses via the Web. The results show that usability and instructional design are dependent upon each other in order to present an effective online course while simultaneously learning from it.

This thesis presents a set of principles for web-based instruction based on literature from instructional design, usability engineering, and human computer interaction. A questionnaire based on usability and instructional design attempts to show that in order to improve web-based instruction, usability and instructional design need to be taken into consideration when constructing long distance courses via the Web. The results show that usability and instructional design are dependent upon each other in order to present an effective online course while simultaneously learning from it.

The purpose of this paper is to suggest an alternative approach to perform relevant and useful evaluations of Web-based learning and instruction (WBLI) that will accommodate performance and keep pace with the growing capabilities of the Internet. Discussion includes the advantages of WBLI, multimedia and streaming use in WBLI, building the foundation of WBLI capability, and a review of WBLI evaluation approaches. The paper focuses primarily on defining an evaluative framework that can accommodate a range of WBLI interventions specifically within a business environment by more deeply exploring learner needs, concerns, and expectations. A case study involving WBLI designed to assist the E-Service solutions group at Nortel Networks implement Time to Market (TTM) development principles is used to illustrate several aspects of the emergent framework. Contains 12 references. (Author/AEF)

As the Army focuses more on Web-based instruction as a delivery option for training, professional development, and education, it is important to understand its instructional effectiveness. A search of the literature between 1996 and 2002 identified more than 500 reports concerning Web-based courses, that is courses delivered over the Internet or an intranet and conveyed through a browser. Most concerned recommendations for design or technology issues rather than empirical measures of learning outcomes. From this larger set, 47 studies reported empirical measures of outcomes; of these, 15 studies reported data with sufficient detail to compute an effect size. The effect size, comparing Web-based instruction to conventional classroom instruction, was .24, which means the average student moved from the 50th to the 59th percentile. In earlier analyses of the effectiveness of other forms of computer- based instruction, effects sizes of between .32 and .41 have been reported (corresponding to the 63rd and 66th percentiles). In terms of instructional effectiveness, it appears that current practices in Web-based instruction improve learning when compared to the classroom, but many more complete studies are needed before the full effect size is understood.

The purpose of this study was to assist an instructor in facilitating an online course while the class was being offered, and to provide timely interventions for improving the course during the semester. A formative approach was used to help deal with unforeseen issues in implementing the first online course this instructor had offered. Through data analysis of what worked well, what did not work well, and what improvements were needed, issues related to both students and instructor's perspective of the class were identified in the findings. From a student perspective, these issues included: online interactions, assessment, and course participation. For the instructor, there were concerns about new pedagogy, technology, and workload. Based on these issues, instructional interventions were suggested and an overall evaluation was conducted through an online survey. The approach adopted, findings identified, and recommendations made in this study will have implications for other instructors and instructional designers, especially those teaching online for the first time. (Contains 27 references.) (Author/AEF)

A follow-up working conference was held at Lewis Research Center (now Glenn Research Center) on September 23-25, 1997, to continue discussing issues related to the development of Web-based education materials for the K-14 community. The conference continued the collaboration among the NASA aerospace technology Centers (Ames, Dryden, Langley, and Lewis [now Glenn]), NASA Headquarters, the University of Idaho and the Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement teams, and working sessions that addressed issues related to the conference theme, responding to the K-14 customers needs. The group identified the most significant issues by consensus. The issues addressed were: classroom access, World Wide Web resources, teacher training, different teaching and learning styles, interactivity, and education standards. The working sessions produced observations and recommendations in each of these areas in order to work toward the goal of making NASA sponsored Web-based educational resources useful to teachers and students.

xvi, 352 pages : 22 cm

Streaming video used as an augmentation in Web-based instruction was investigated to: (1) determine if demographic characteristics would lead to significantly different beliefs about the use and perceived effectiveness of streaming video, and (2) whether or not there are characteristics of streaming video that would lead to beliefs about the effectiveness of streaming video that would lead to beliefs about the effectiveness of streaming video when used as an augmentation to a text and still image-based Web-based tutorial. College students (n=69) received a Web-based database tutorial that was either text with still images only or one augmented with streaming video clips. All participants took an online pretest/posttest, and participants viewing the streaming video also took an online survey to gauge beliefs. Five participants were interviewed to explore their beliefs and attitudes further. Demographic characteristics measured were gender, age range, academic college, undergraduate/graduate status, Internet access location (home or campus computer lab), and prior experience with the World Wide Web. Age range, academic college, undergraduate/graduate status, and Internet access location results in significant chi-square differences on certain beliefs about streaming video relating to learning and attention holding. Significant correlations were found between age range, undergraduate/graduate status, Web experience level, and beliefs about learning, attention holding, and problems with streaming video in a Web-based instructional environment. Phenomenological analysis of the interviews revealed a number of themes. The first was that subjects felt that streaming video clips acted as a learning reinforcement. Subjects also believed that the clips helped hold their attention and fit their learning styles. The streaming video helped create a feeling of the presence of the instructor. The size and appearance of the clips did not seem to affect beliefs or attitudes toward the clips. An appendix contains the study survey. (Contains 5 tables and 46 references.) (SLD)

A web-based activity and testing system (WATS) has features such as adaptive problem sets, videos, and data-driven tools for instructors to monitor and scaffold student learning. Central to WATS adoption and use are questions about the implementation process: What constitutes "good" implementation and how far from "good" is "good enough"? This proceedings paper reports on and illustrates work to provide structure for such examination. The context is a study about implementation that is part of a state-wide randomized controlled trial examining student learning in community college algebra when a particular WATS suite of tools is used. Discussion questions for conference participants dug into the distinctions among intended, enacted, and achieved curriculum and the processes surrounding these as well as the challenges and opportunities in researching fidelity of implementation in the community college context, particularly the role of instructional practice as a contextual component of the research. [This paper was published in the "Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education," T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh (Eds), 2016.]

Web-based training is becoming a phenomenon in education today because of its flexibility and convenience, it is vitally important to address those issues that adversely impact retention and success in this environment. To generate principles of effective asynchronous web-based materials specifically applicable for secondary level students based upon the perceptions of those who have developed effective web-based content. The development and formulation of an instructional approach for effective use of web-based learning is generally in science and particularly in chemistry. Web-based instruction is more appropriate to be used as a supplementary tool in learning process. WBI enables the learning process interesting and more meaningful since it provides multisensory experience to the students. The paradigm shift from student centered to learner-centered education has emphasized the use of WBI. Students have to use a variety of strategies in learning to accomplish classroom academic tasks. WBI help students and teachers and also institutions in improving overall learning process. The authorities need to focus on the integration between the technology and the pedagogical practices. Web-based instruction created by Blackboard was well suited to the students' needs. Learners' perspectives toward online learning have offered valuable insights into a way to make the connection between the teachers goal and learners need while learning in a Web-based instructional environment. This paper attempts to find out the higher secondary learners' effectiveness towards web-based instruction on chemistry. Experimental method was adopted in this study. Samples were divided into control and experimental groups. Control group was taught by traditional method and experimental group with web based instruction. Pre-test and post-test was administered to both the groups. The findings of the study reveals that there is no significant mean difference between the achievements of pre-test and post-test scores taught by traditional method and there is significant mean difference between the achievements of pre-test and post-test scores in the web based instructional method since it provides multisensory experience to the students.

The use of Web-based and Web-enhanced instruction is growing rapidly. There is much information and discussion surrounding the layout of content on the screen and facilitating communication yet little information is available regarding the students' perception and use of online instruction. It is known that students print information available on the Web, but not why or how this affects their satisfaction with the course. This study was designed to identify factors that influence students to print course information delivered online, to ascertain if these printing activities are related to reducing barriers, and to determine if these printing activities influence students' satisfaction for learning via the Web. Implications for the design and development of Web-based instruction are discussed. The survey instrument is included at the end of this paper. (Contains 43 references.) (AEF)

This thesis presents a set of principles for web-based instruction based on literature from instructional design, usability engineering, and human-computer interaction. A questionnaire based on usability and instructional design attempts to show that in order to improve web-based instruction, usability and instructional design need to be taken into consideration when constructing long distance courses via the Web. The results show that usability and instructional design are dependent upon each other in order to present an effective on-line course while simultaneously learning from it.

This paper discusses a model of integrated instruction and assessment called SMART (Special Multimedia Arenas for Refining Thinking). SMART involves interactive use of the Internet and multimedia software. The Internet serves three important functions: it acts as a formative assessment tool by providing individualized feedback to students, creates a learning community by displaying data submitted by participating classrooms, and promotes discussion and reflection on important concepts. This paper discusses design features of the SMART model, including the Internet tools, and describes an example from middle-school science. Two figures present an excerpt from the SMART WWWeb macroinvertebrate catalog and an excerpt of student feedback from SMART WWWeb. (Author/DLS)

This paper surveys the literature on ways to use Web-based or Internet instruction more effectively and assesses some trends associated with the methods. Highlights include: changes in university demographics; elements of a process of planning and operating educational programs for adult students; major faculty issues that have to be addressed in order to grow and improve the instructional delivery of Web-based courses; the application of critical thinking skills in teaching, learning in, and designing Web-based courses; collaborative learning as a means of students learning to value and perceive the importance of working actively with their peers and an interdependent structure; how WebCT software can be modified for specific classroom setups and needs; challenges associated with the trends in Web-based instructional models; and the influence of the diversity of the student population and the development of educational technology on the need and popularity of Web-based instruction. (MES)

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university's experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. (Contains 1 table and 1 figure.)

This paper describes the design, implementation, and application of interactive World Wide Web-based learning, based on several business courses taught at Bronx Community College/The City University of New York. The first section summarizes ways the Web was used, including managing the dissemination of course materials, instructor/student communication, assignments and tests, making material covered in the classroom available, accessing information sources on the Web, and students' Web publishing. The next section describes Internet projects that focus on Web searching, job search with the Web, electronic mail, listservs, and graphics. The third section presents the steps in creating and publishing a Web page, including research proposal (needs assessment), interface design, project production (implementation), refinement and maintenance, FTP (file transfer protocol), presentation, and evaluation. (AEF)

This paper on World Wide Web-based continuing education begins with an overview of the concept of the virtual university and the creation of a community of scholars in the virtual university. The University of California Digital Library is then described, including: the strategic need for libraries to change; attributes of the traditional, virtual, and digital library; and a paradigm shift resulting in new definitions of libraries and librarianship. The remainder of the paper focuses on the San Jose State University (California) Virtual School of Library and Information Science, including its mission statement, vision, innovative elements, collaboration and partnerships, development phases, project staff elements, and the learners. (MES)

This paper discusses the initial development and testing of a Web-based instrument for collecting daily data on instruction. This teacher log was developed for use in the Study of Instructional Improvement, a longitudinal study on school improvement in high poverty areas. The researchers wanted to further develop the potential of teacher logs by experimenting with Web-based technology and computer branching. The 1998 teacher log study tested the feasibility of using a Web based instrument to collect data on instruction. Seven elementary teachers used the log to report on 29 mathematics and reading lessons. Researchers observed classroom instruction, completed log reports, and wrote detailed narrative descriptions for 24 lessons. All teachers were able to use the log to report on instruction. Data were successfully entered through a Web interface into a database and subsequently used to conduct provisional analyses of both instruction and instrument reliability and validity. The researchers conclude that a Web-based instrument can be used successfully to capture important information about teaching, some of which has not been available before (lesson duration, student attendance for each lesson, and instructional groupings or formats for each lesson). An appendix offers teacher log pilot help pages. (SM)

This qualitative case study assessed web-based instruction in a computer-aided design/computer-assisted manufacturing (CAD/CAM) course designed for workforce development. The study examined students' and instructors' experience in a CAD/CAM course delivered exclusively on the Internet, evaluating course content and delivery, clarity of presentation of complex technical concepts, and student receptivity to the Internet delivery mode. Components of student experience examined were motivation, nature of interactions, advantages and disadvantages, issues associated with Internet delivery, and student outcomes. Narrative data from telephone interviews (n=20) with students in the United States and Canada was the principal source of data. The course packet, provided electronically, included a syllabus, faculty, calendar, assignments, notes, e-mail link and index, as well as links to industrial and educational sites and the university home page. Findings indicated that the Internet delivery met the expectations of the students by offering a course not available through traditional delivery; participants were satisfied with all components of the course except for selected technical problems and they felt that this distance learning course was as effective as a traditional course. (Contains 40 references.) (CH)

This paper consists of reviews of current trends in World Wide Web-based instruction and a representative sample of Web-based instruction efficacy research. The review of the current state of Web-based instruction yields two principle themes: (1) the prevalence of Web-based instruction is growing exponentially, particularly in lifelong learning and corporate training; and (2) the line between academia and private industry is blurring at an unprecedented rate that is strongly associated with the growth of Web-based instruction and training. A review of Web-based instruction efficacy indicates that, despite the prevalence of Web-based instruction, there are few efficacy studies in which Web-based and face-to-face instruction are compared. The paper describes views of educational researchers who object to the utility of such studies on methodological and theoretical grounds. Rationale for the need for such studies is also presented. Four representative efficacy studies are summarized, and their results, taken together, yield three principal conclusions: (1) Web-based instruction can be as effective as face-to-face instruction based on students' grades and exam scores; (2) learning variables play an important role in terms of the nature of students who select and who succeed in Web-based classes; and (3) factors that lead to improved performance in face-to-face classes, such as structured collaboration and active learning, also increase performance and positive attitude in Web-based courses. Contains 17 references. (Author/MES)

The Internet is changing the way in which education is delivered, and in fact, some predict that the Internet will become the dominant distribution system for distance education and training. Many faculty members are expanding their traditional delivery methods (lecture, laboratory, face-to-face discussion) to include educational options ranging from Web-based course supplements to the complete delivery of courses online. While the primary focus of Web-based delivery has been in the development of stand-alone Web-based distance education courses, more faculty members are beginning to use the Web to supplement and enhance on-campus instruction. Data collected by The Campus Computing Project (1999) revealed that 28% of higher education courses have an associated Web page compared to 9% in 1996. The authors have chosen to augment a traditional face-to-face on-campus safety course with an online supplement. This article describes the assessment process used to gauge student perceptions of this new online supplement.

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master's level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.

This paper describes "The Internet: Communicating, Accessing & Providing Information," a University of Alberta (Canada) credit course which is delivered over the Internet. The purpose of this course is to help students understand what the Internet is and to learn to use Internet tools. The paper: (1) discusses the primary development and delivery phases of this course, while also providing a general account of the time spent on each of the phases; (2) compares the costs of this course with those of similar face-to-face courses; and (3) offers an interpretation of these results and the possible implications for similar courses. Five tables present data on times for course development and pilot testing; total hours spent on operation and delivery of the course, number of interactions between students and instructors/teaching assistants, time spent in each area of the course by instructors/teaching assistants, and a summary of time spent on the course by instructors/teaching assistants. Two graphs present data on time spent on the course by the instructor and the teaching assistant and a comparison of times for delivering World Wide Web-based instruction and face-to-face instruction. (Author/AEF)

This practicum was designed to provide a means for students in the graduate education program at Nova Southeastern University (Florida) to demonstrate that they can successfully incorporate Internet information and communication technologies into teaching and professional development. Goals were: (1) to develop a means for assessing attainment of technological competencies applied to teaching; (2) to establish baseline competencies for Internet technology competencies for graduate education students; and (3) to map the integration of technology in the curriculum based on the International Society for Technology in Education (ISTE) standards. The solution involved three approaches. The first was to develop a Web-based course on using the Internet for teaching in which students created electronic portfolios to demonstrate technology competencies. In addition, the Web-based instruction course was adapted for an inservice Internet workshop for teachers from the Catholic diocese schools. Second, a self-assessment survey of Internet skills was administered to all incoming graduate education students and to the inservice teachers. Third, a course matrix was developed to chart the inclusion of technology competencies in each course. All students in the Web-based course developed and demonstrated specified technology competencies through course assignments and their electronic portfolios. The profile of Internet skills from the self-assessment survey indicated widespread experience for both students and inservice teachers with e-mail and general Internet searching, but minimal experience with creating Web pages or electronic portfolios or with using Internet resources for teaching. Similarly, the course matrix maps for graduate education courses showed that the application of technology to instruction was reported less frequently than other competencies. Appendices contain an outline for an electronic portfolio workshop, an agenda from an internet workshop for teachers, a checklist, and both a self-assessment and an assessment for teachers. (Contains 62 references and 17 tables.) (Author/AEF)

In this study, instructor and student problems related to the Web-based instruction (WBI) were identified after examining their experiences. Interviews were used to collect the data. Semi-structured interview questions were asked in order to identify the problems related to the design, technology, support, management, student-centered learning, communication, and time from the perspective of students and instructors. Instructors' problems were found in the areas of support, communication with students, providing feedback, and handling the number of students. Students' problems were found in the areas of learning new tools, communication with classmates and instructors, and social aspects of learning. Results indicated that meeting at least once face-to-face before the course and providing an environment for an effective communication were important parameters for formalizing the interactions between students and instructors and also among the students themselves. In addition, it was found that the success of the WBI can be increased through: fostering dialog, participation, and interaction, formative assessment of assignments, increasing students' motivation, giving importance to student differences in learning, using active learning techniques and designing effective Web sites. (Contains 17 references.) (Author/AEF)

Scholars and proponents of computer-supported learning advocate the use of collaborative learning as an important component of Internet courses. Advocates claim that computer-supported collaborative learning (CSCL) is an instructional strategy that can help instructors avoid the pitfalls of Internet correspondence courses that rely on information acquisition and regurgitation of rote answers that reflect low level learning. As educators transition their course from traditional to Internet learning, a paramount concern is maintaining the essentials of a collaborative learning environment. Following a brief theoretical background of collaborative learning as an instructional strategy, four panelists describe the use of collaborative learning in three different educational contexts: (1) an environmental education program for middle school science teachers in North Carolina; (2) a graduate project management course for individuals working full time in organizations throughout the United States; and (3) a graduate course in applications of information technology for military personnel throughout the world. (Author/AEF)

This practicum was designed to enable teachers to revitalize their classroom practice by providing them on-going instruction and peer support. Current methodologies and materials, both to facilitate daily classroom practices and to implement instructional activities, were not being utilized by teachers in the writer's public school district. Students had limited opportunities for breadth and scope as they constructed and demonstrated their knowledge. Many classroom practices and learning activities did not include usage of modern tools. Available electronic research and presentation resources were underutilized by teachers and students. Individuals' skills were developed, instructional resources were provided, and organizational capacity was augmented simultaneously. Bi-weekly and monthly group instruction was reinforced by providing individualized assistance to teachers in daily and weekly classroom projects. Instructional resources provided included: CD-ROM multimedia materials, educational sites and search engines on the Web, class-built Web pages, the school computer facilities and television studio, library resources of CD-ROM database research materials, cam-corders, and a series of Web pages posted monthly. An analysis of the data revealed that teachers increased their use of CD-ROM multimedia materials, educational sites and search engines on the Web, electronic document citation, the library resources of CD-ROM database research materials, and the television studio with their students. Though it was time-intensive, teachers and their classes enjoyed posting Web pages related to class work. Survey instruments, with results, are included in several appendices. (Contains 88 references.) (Author/AEF)