A Ten-Level Web Integration Continuum for Higher Education

Abstract

Owston (1997, p. 27) pointed out that, “Nothing before has captured the imagination and interests of educators simultaneously around the globe more than the World Wide Web.” Other scholars claim that the Web is converging with other technologies to dramatically alter most conceptions of the teaching and learning process (Bonk & Cunningham, 1998; Duffy, Dueber, & Hawley, 1998; Harasim, Hiltz, Teles, & Turoff, 1995). From every corner of one’s instruction there lurk pedagogical opportunities—new resources, partners, courses, and markets—to employ the World Wide Web as an instructional device. Nevertheless, teaching on the Web is not a simple decision since most instructors typically lack vital information about the effects of various Web tools and approaches on student learning. Of course, the dearth of such information negatively impacts the extent faculty are willing to embed Web-based learning components in their classes. What Web-related decisions do college instructors face? Dozens. Hundreds. Perhaps thousands! There are decisions about the class size, forms of assessments, amount and type of feedback, location of students, and the particular Web courseware system used. Whereas some instructors will want to start using the Web with minor adaptations to their teaching, others will feel comfortable taking extensive risks in building entire courses or programs on the Web. Where you fall in terms of your comfort level as an instructor or student will likely shift in the next few years as Web courseware stabilizes and is more widely accepted in teaching. Of course, significant changes in the Web-based instruction will require advancements in both pedagogy and technology (Bonk & Dennen, 1999). Detailed below is a ten level Web integration continuum of the pedagogical choices faculty must consider in developing Web-based course components.