Improving the Usability of Distance Learning Through Template Modification

Abstract

Navigating distance-learning environments can be a frustrating experience for users. Many find themselves confused about where they are, how they got there, or where they need to move next, a condition coined as “lost in cyberspace” (Webster, 2001). Even finding what they need is no guarantee that they will avoid similar disorientation at a later date when they need to perform the same or a parallel task. The question “Where was the place that I found that?” takes precedence over “What is important for me to learn?” The focus of this study is to discover if there are methods that an instructor can use to reduce user disorientation in distance learning environments.