Theoretical and Practical Considerations in the Design of Web-Based Instruction

Theoretical and Practical Considerations in the Design of Web-Based Instruction

Susan M. Miller (Texas A&M University-Commerce, USA) and Kenneth L. Miller (Grayson Place Consulting, USA)
Copyright: © 2000 |Pages: 22
DOI: 10.4018/978-1-878289-59-9.ch010
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Abstract

The intended audiences for this chapter are (a) individuals who design and develop Web-based instruction in any setting (i.e., university faculty, instructional developers in medical, business and government settings), and (b) graduate students in the fields of instructional design, educational technology, and educational psychology. The purposes of this chapter are to: • describe three unique features of the Web environment relevant to instruction: structure, media, and communication capabilities; • explore the role of epistemology in the design of instruction: relationships of epistemology to cognitive learning theories, Web technologies and practice; • examine five factors that influence the design of Web-based instruction: theoretical orientation, learning goals, content, learner characteristics, and technological capabilities; • recommend ten issues for Web course developers to consider as they design Web-based instruction; • discuss four factors that will affect the future of Web-based instruction: efficacy studies, technological advances, pressures of competition and cost containment, and professional responses to market influences.

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