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What is Instructional Wrap

Encyclopedia of Distance Learning, Second Edition
Instructions or guiding questions that help a user effectively explore a learning object.
Published in Chapter:
The Role of Learning Objects in Distance Learning
Robin H. Kay (University of Ontario Institute of Technology, Canada)
Copyright: © 2009 |Pages: 6
DOI: 10.4018/978-1-60566-198-8.ch267
In the past 10 years, a considerable amount of money and effort has been directed toward distance education, with growth estimated as high as 30%-40% annually (Harper, Chen, & Yen, 2004; Hurst, 2001; Newman, 2003). The popularity of distance learning appears to be founded on personal control over instruction (Burgess & Russell, 2003, Pierrakeas, 2003), the variety of multimedia formats available to students (Hayes & Jamrozik, 2001), and customized support (Harper et al., 2004). However, the success of distance education is anything but a foregone conclusion. Multiple obstacles have impeded acceptance including reluctance to use technology (Harper et al., 2004), time required to develop course resources (Harper et al., 2004; Hayes & Jamrozik, 2001) and to support students (Levine & Sun, 2002), lack of technology skills (Berge & Smith, 2000), and cost (Burgess & Russell, 2003; Levine & Sun, 2002). In addition the promise of interactivity and constructive learning in distance learning has not been realized. Most distance learning offerings resemble traditional classroom courses (Coates & Humpeys, 2003; Levine & Sun, 2002, Navaro, 2000). When interaction does take place, it is usually in the form of online discussion, however, a number of studies have reported that true social interaction leading to cognitive development is rare (e.g., Berge and Muilenburg, 2000; Bisenbach-Lucas, 2003; Garrison, Anderson, and Archer, 2001; Hara, Bonk and Angeli, 1998; Meyer, 2003; Wickstrom, 2003).
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