Exploring the Role of Web-Based Learning in Global Education

Introduction

Due to the rapid development of information technology (IT), web-based learning (WBL) has become a dominant trend (Chen & Huang, 2014). E-learning, also known as WBL, is referred to the delivery of education through the use of the Internet to support the individual's learning and organizational performance goals (Clark & Mayer, 2011). Recent technological innovations and the development of WBL platforms not only overcome the limitations of time and space, but also reduce the learning costs (Hu, Lo, & Shih, 2014). Web 2.0 technologies are involved in the education system, resulting in the rapid expansion of the WBL (Senyuva & Kaya, 2014). Web 2.0 technologies are broadly utilized in higher education institutions to create the learning environments (Papastergiou, Pollatou, Theofylaktou, & Karadimou, 2014). Most colleges have WBL systems to keep a large number of course resources during higher education process (Peng, Jiang, & Zhang, 2013).

Vernadakis et al. (2011) stated that online learning, also known as WBL, is the learning that takes place via a computer connected to the Internet. WBL has rapidly grown in recent years (Yuan & Kim, 2014). Schnetter et al. (2014) indicated that the growth in online programs for the advanced degrees is exponentially expanding. In online programs that offer the live class sessions, students meet face-to-face in the virtual classroom with their instructors (Smith, 2015). Web-based instruction has initiated new opportunities for the development of schools (Aslani, Haghani, Moshtaghi, & Zeinali, 2013). In the WBL environments, interactivity is recognized as the most important element for successful WBL (Violante & Vezzetti, 2015). WBL and distance learning are the widely used technology in today's teaching environments (Dow, Li, Huang, & Hsuan, 2014).

The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime (Song & Lee, 2014). The influence of information and communications technology (ICT) has led to the widespread use of the Web 2.0 applications in education (Cerra, Gonzalez, Parra, Ortiz, & Penin, 2014). Web 2.0 technologies provide the collaborative learning platform without boundary of time and geography (Hao & Lee, 2015). The rapid advancement of network technologies not only changes the way in which people access the information, but also expedites the accumulation of knowledge resources (Hwang, Kuo, Chen, & Ho, 2014). The improvement of WBL emphasizes that the skill of self-directed learning is the key element of educational success in the WBL environments (Senyuva & Kaya, 2014).

The strength of this chapter is on the thorough literature consolidation of WBL. The extant literatures of WBL provide a contribution to practitioners and researchers by describing the multifaceted applications of WBL to appeal to the different segments of WBL in order to maximize the educational impact of WBL in global education.

Background

Educational technology involves several domains, including learning theory, computer-based training, WBL, and mobile learning. Educational technology includes numerous types of media toward delivering text, audio, images, animation, and video. Educational technology involves technology applications and processes, such as video tape, satellite TV, CD-ROM, and computer-based learning, as well as WBL. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology, and human performance technology.