Web+Based+Learning

﻿Web Based Learning Sarah Gramberg

= ** Definition/description of Web based learning ** = Web based learning is using the World Wide Web, as a way to deliver materials and instruction as a method of student learning. When considering web based learning there are two categories of web based learning to consider. The first category is on site learning and the second category is distance learning. On site learning is considered using the web to support traditional classroom learning. Distance learning is using the web to conduct a class. The goal of distance learning is not only to conduct quality learning, but to also make learning opportunities available and accessible to more students (Alessi & Trollip, 2001).



** What literature has to say about web based learning **

Web based learning can be a great way for students to construct, explore, converse and reflect on what they are doing, which in turn helps them to learn from the experiences they are receiving from Web based learning. Compared to teacher center learning, Web based learning can have many advantages. Web based learning is much more student centered, more collaborative learning takes place, and learning is engaging and reflective (Wang, 2009). With distance learning there is the benefits of being able to reach students and teachers at anytime from anywhere through the Web. It allows students to have control of and accessibility to their learning (Fabry, 2009). With all the benefits of Web based learning, it is important to realize that any form of Web based learning must be thoughtfully planned out (Wang, 2009).

** ﻿ Desgining Web based learning ** When designing and implementing both categories of web based learning there are many different learning materials to consider implementing into the instruction and the learning process. Some examples of these learning materials are tutorials, drills [], simulations, games, online textbooks, and all forms of hypermedia (Alessi & Trollip, 2001). When planning Web based learning it is important to provide students with a variety of different tools and resources to meet the different learning styles and learning goals set for the students (Fabry, 2009).

**Communicaton** Communication is very important with web based learning, especially when considering distance learning. E-mail is a free and easy way to communicate with students in distance learning. E-mail is one of the most important forms of communication when considering web based learning through distance education. []  Listservs are one email address that contains a list of email addresses. Such as a professor’s email address with a list of all of their students emails that are in the class. After one message is sent by the owner of a listervs all members can send emails to the entire group. Web based bulletin boards are web sites where students can access items, post items or connect to other users. Examples of items can be pictures, word documents or multi-media programs. Chat rooms can be another form of communication good for web based learning. A chat room is a Web site where many users can connect to each other. When there are multiple people connected to a chat room, anything that is typed can be viewed by any user in the chat room. Audio teleconferencing is like a phone, but through the Web. Two or more users must be connected to the Web to the same Web site. Audio teleconferencing may require some additional software such as a microphone and speakers connected to their computers. Some audio teleconferencing may allow users to view what is being viewed on another users computer screen. Video teleconferencing is the same concept as audio teleconferencing, but adds video. Video conferencing requires student to have a camera connected to their computers [] (Alessi & Trollip, 2001). Using all of these forms of communication through the Web, can help Web based learning to be more meaningful learning. Each form encourages student interaction which can foster learning through the Web (Dabbagh, 2004).


 * Skype **



**Central location for learning **

Through software like black board, webCt and Topclass a central location for learners and teachers to visit is provided. These software programs allow teachers to post assignments, the class syllabus, reference materials, exams, power points, grading policies, discussion boards, announcements etc (Alessi & Trollip, 2001). Having a central location provides students with consistency on instructions that are delivered, insures that course materials are readily available, makes students responsible for obtaining the information on the site, makes grades available through automatic grade books, students can electronically submit assignments and documents can be easily shared (Fabry, 2009). It is important for teachers to be organized when providing information on these software programs and it is also important for students to understand how to use the software and to stay very involved when using these programs (Alessi & Trollip, 2001). This YouTube video gives a good short tutorial for students to watch before using blackboard.

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**Collaborative social activities **

Collaborative activities are a major part of Web base learning. It is important that when designing a Web base learning environment you aim to provide an environment where learners feel comfortable and are able to interact with each other (Wang, 2009). There are many ways for learners to interact with each other, such as all the forms of communication listed above. Programs such as Google docs. are a great way to encourage collaboration. Not all Web based collaboration needs to take place using the Web. Sometimes students may just use the Web to plan with each other the work that needs to be done, and then do their work off line (Alessi & Trollip, 2001). Collaborative learning can encourage student motivation, social learning, metacognition, equity, and achievement in both on site learning and distance learning. Collaborative learning groups can help students to sustain information, while building their social skills. It is important to remember that when creating collaborative learning it is important not only have the communication tools that are talked about above, but to also make sure students all have common software used to work together. Such as programs like word processor or PowerPoint. It is also important to create an environment for all learning styles and learning needs (Alessi & Trollip, 2001).

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**Accessing a Computer** Web base learning is geared around technology, specifically the computer. In order for students to succeed in this technological environment, it is important that computers are available and accessible to students. Not only do computers need to be available, but the students need to know a good amount of knowledge regarding how to use a computer to its full potential (Wang, 2009).

**Navigating the Web** When implementing different learning materials that are offered through the Web, it is important to evaluate or critique, those learning materials. Some examples of learning materials offered through the web are: tutorials, drills, simulations, games, online textbooks, and all forms of hypermedia. The web offers an abundance of learning materials, but not all materials can be considered good learning materials. When evaluating what the web has to offer students there are many things to keep in mind before implementing the materials into Web base learning (Alessi & Trollip, 2001). **Evaluating and Critiquing Software and Learning Materials ** **1. Introduction of the program ** A. Title page a. are directions clear? do students need them? a. do students need a user name? <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**A.** What and how much control is provided <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15pt; line-height: normal; margin: 0in 0in 0pt;">a. buttons, menus, hyperlinks... <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**C.** Modes of control <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 90%; line-height: normal; margin: 0in 0in 0pt;">a. mouse control, keyboard control, speech control <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**A.** Consistency <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15pt; line-height: normal; margin: 0in 0in 0pt;">a. is information consistent? is the design functional? <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**B.** Modes of Presentation <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15pt; line-height: normal; margin: 0in 0in 0pt;">a. text, graphics, sound or video <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**C.** Text Information <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15pt; line-height: normal; margin: 0in 0in 0pt;">a. text layout/format and text quality <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**D.** Graphics and Animation <span style="color: #00ff00; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">** 4. Providing help (learners should alway be able to get help) ** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**A.** Safety net <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 15pt; line-height: normal; margin: 0in 0in 0pt;">a. can the user perserve informtin if accidently hitting quit? <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 17pt; line-height: normal; margin: 0in 0in 0pt;">**B.** Credits
 * B.** Directions
 * C.** User Identification
 * <span style="color: #000080; font-family: 'Times New Roman','serif'; font-size: 170%; line-height: normal; margin: 0in 0in 0pt;">2. Learner Control of the Program **
 * B.** What are the methods of control
 * <span style="color: #000080; font-family: 'Times New Roman','serif'; font-size: 150%; line-height: normal; margin: 0in 0in 0pt;">3. Presentation of information **
 * E.** Video
 * F.** Sound
 * G.** Color
 * 5. Ending program **
 * C.** The final message
 * D.** Exiting the program

** Conclusion ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;"><span style="font-family: Verdana,Geneva,sans-serif;">Designing Web based learning is not as easy task. This wiki page is just a guideline of the major aspects to keep in mind when designing web based learning. One major thought to consider when designing web based learning is "are we providing learners with comparable learning experiences regardless of the delivery of method? (Fabry, 2009)" Through web based learning we have the opportunity to provide students with a wealth of information, where they get to construct their own knowledge while working collaboratively or individually (Alessi & Trollip, 2001 ).

Refernces <span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Alessi, S. M., Trollip, S. R. (2001). //Mulitmedia for learning methods of development// (3rd. ed) Massachusetts: Apearson Educatin Company.

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Dabbagh, N. (2004). DISTANCE LEARNING. Quarterly Review of Distance Education, 5(1), 37-49. Retrieved from EBSCOhost.

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Fabry, D. L. (2009). Designing Online and On-Ground Courses to Ensure Comparability and Consistency in Meeting Learning Outcomes. Quarterly Review of Distance Education, 10(3), 253-261. Retrieved from EBSCOhost.

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Wang, Q. (2009). Designing a Web-Based Constructivist Learning Environment. Interactive Learning Environments, 17(1), 1-13. Retrieved from EBSCOhost.