Web-Based Learning Design, Implementation, and Evaluation,9780130814258

Web-Based Learning Design, Implementation, and Evaluation

by ;
Edition: 1st
ISBN13: 9780130814258
ISBN10: 0130814253
Format: Paperback
Pub. Date: 2005-08-16
Publisher(s): Pearson
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Summary

Using an instructional-design framework and a practical approach, Web-Based Learning: Design, Implementation, and Evaluation helps you design effective Web courses, create a community of Web-based learners, and implement and evaluate Web-based instruction. Book jacket.

Table of Contents

PART 1 Introduction to Web-Based Learning, Communities, and Instructional Design
1(68)
Overview of Web-Based Instruction, Web-Based Learning Environments, and Web-Based Learning Communities
3(35)
Objectives
4(1)
Introduction
4(4)
Education and Training Delivered on the Web
8(1)
On Your Own
8(1)
Defining Web-Based Instruction
9(2)
Distinctions Between Distance Education and Distributed Education
11(1)
Overview of Distance Education
11(4)
Distance Education Delivery Systems
12(3)
Growth of Web Delivery for Distance Education
15(1)
On Your Own
15(1)
Is WBI Right for You? Advantages and Disadvantages of WBI
15(3)
Advantages: What's the Attraction to WBI?
16(1)
Disadvantages: What's Not So Great About WBI?
17(1)
On Your Own
18(1)
Web-Based Learning Environment and Community
19(5)
Web-Based Learning Environments
19(2)
Learning Communities
21(1)
Web-Based Learning Communities
21(1)
A Continuum of Web-Based Learning Communities
22(1)
Resurgent Use of Learning Communities
23(1)
On Your Own
24(1)
Types of Online Instruction
24(2)
Web-Based Instruction
24(1)
Web-Enhanced Instruction
24(1)
Web-Supported Instruction
24(2)
On Your Own
26(1)
Current, Emerging, and Merging Technology for WBI
26(2)
Current and Emerging Technological Tools
26(1)
Merging Technological Tools
26(2)
Learning Management Systems
28(1)
On Your Own
28(1)
Are You Right for WBI? Examining Stakeholder Roles, Responsibilities, and Challenges
29(7)
Administrative Stakeholders
30(1)
Technology Stakeholders
31(1)
Learning Community Stakeholders
32(3)
Instructional Designer Stakeholder
35(1)
On Your Own
36(1)
Wrapping Up
37(1)
Expanding Your Expertise
37(1)
Foundations of Web-Based Instructional Design
38(31)
Objectives
39(1)
Introduction
39(1)
An Overview of Learning Theories
40(8)
Behavioral Learning Theories
40(4)
Cognitive Learning Theories
44(1)
Constructivist Learning Theories
45(2)
Foundational Definitions of Learning
47(1)
An Integrated, Multitheoretical Approach to Learning
48(2)
Defining Learning with the Integrated, Multitheoretical Approach
50(1)
On Your Own
50(1)
An Overview of Systems Theory
51(1)
Systematic and Systemic
52(1)
An Overview of Communication Theory
52(2)
On Your Own
54(1)
Instructional Design Models
54(3)
Traditional ID Models
54(1)
Alternative ID Models and Processes
55(2)
On Your Own
57(1)
An Overview of the Web-Based Instructional Design (WBID) Model
57(5)
Analysis Stage
57(3)
Evaluation Planning Stage
60(1)
Concurrent Design Stage
60(1)
Implementation Stage
61(1)
Summative Evaluation and Research Stage
62(1)
Summary of the WBID Model
62(1)
On Your Own
62(1)
Meet the Players
62(1)
GardenScapes
63(1)
On Your Own
63(1)
Wrapping Up
64(1)
Expanding Your Expertise
64(1)
Extending Your Skills
65(1)
Case Study 1: PK--12 Schools
65(1)
Case Study 2: Business and Industry
66(1)
Case Study 3: Military
67(1)
Case Study 4: Higher Education
67(2)
PART 2 The WBID Model for Creating a Web-Based Community of Learners
69(206)
Analysis: Considering Outcomes, Context, and Learners
71(34)
Objectives
72(1)
Introduction
72(1)
Purposes of Analysis
72(1)
Problem Analysis
73(7)
Determining the Nature of the Problem
74(3)
Determining If and How the Problem Can Be Resolved
77(1)
Determining If WBI Is Appropriate
78(2)
On Your Own
80(1)
Documenting and Reporting Problem Analysis
80(1)
GardenScapes
81(1)
On Your Own
82(1)
Analyzing Components of the Instructional Situation
83(5)
What Is the Instructional Goal?
84(4)
GardenScapes
88(1)
On Your Own
89(3)
What Is the Instructional Context?
89(3)
GardenScapes
92(2)
On Your Own
94(3)
Who Are the Learners?
94(3)
GardenScapes
97(2)
On Your Own
99(1)
Wrapping Up
99(1)
Expanding Your Expertise
99(1)
Extending Your Skills
100(1)
Case Study 1: PK--12 Schools
100(1)
Case Study 2: Business and Industry
101(1)
Case Study 3: Military
102(1)
Case Study 4: Higher Education
103(2)
Analysis: Considering Instructional Content for Web-Based Instruction
105(22)
Objectives
106(1)
Introduction
106(2)
Developing a Learning Task Map
108(5)
LTM Formatting
109(1)
LTM Numbering System
109(1)
Three Types of Analysis and LTM Formats
110(1)
Gathering Data on the Instructional Content
111(1)
Reviewing the Instructional Content Analysis and LTM
112(1)
GardenScapes
113(2)
On Your Own
115(1)
When Is Instructional Content Analysis Finished?
115(1)
Task-Objective-Assessment Item Blueprint (TOAB)
116(1)
GardenScapes
116(3)
On Your Own
119(1)
Finalizing the Instructional Goal Statement
119(1)
GardenScapes
120(1)
On Your Own
121(1)
Implications for the Design and Delivery of WBI
121(2)
Influencing the Remaining Stages of the WBID Model
121(2)
GardenScapes
123(1)
On Your Own
123(1)
Wrapping Up
124(1)
Expanding Your Expertise
124(1)
Extending Your Skills
125(1)
Case Study 1: PK--12 Schools
125(1)
Case Study 2: Business and Industry
125(1)
Case Study 3: Military
126(1)
Case Study 4: Higher Education
126(1)
Planning the Evaluation of Web-Based Instruction
127(42)
Objectives
128(1)
Introduction
128(3)
Effectiveness
128(2)
Efficiency
130(1)
Appeal
130(2)
Usability
132
GardenScapes
131(1)
On Your Own
132(1)
General Evaluation Orientations
132(1)
GardenScapes
132(1)
On Your Own
132(1)
Two Basic Types of Evaluation Used in WBI
133(1)
Formative Evaluation
133(1)
Summative Evaluation
133(1)
Differences Between the WBID Model and Traditional ID Models
134(2)
Formative Evaluation Plan: Detailing Its Purposes
136(3)
Instructional Goals
136(1)
Instructional Content
136(1)
Technology
136(1)
Message Design
137(2)
GardenScapes
139(1)
On Your Own
140(1)
Formative Evaluation Plan: Detailing the Main Steps
141(1)
Who Are the Stakeholders?
142(1)
GardenScapes
142(1)
On Your Own
143(1)
What Is Being Evaluated?
144(1)
GardenScapes
144(1)
On Your Own
145(1)
GardenScapes
145(1)
Who Are the Evaluators and Reviewers?
145(1)
GardenScapes
145(2)
On Your Own
147(3)
What Are the Evaluation Methods?
147(3)
GardenScapes
150(2)
On Your Own
152(3)
When and How Should Evaluation Take Place?
153(2)
GardenScapes
155(1)
On Your Own
156(1)
What Decisions Need to Be Made as the WBI Design Plan and Prototype Are Developed and Revised?
156(1)
GardenScapes
157(1)
On Your Own
158(1)
Communicating Formative Evaluation Results
158(2)
Forms of Communication
158(2)
GardenScapes
160(1)
On Your Own
160(1)
Preliminary Planning of Summative Evaluation
161(1)
Other Considerations for Evaluation Planning
162(1)
GardenScapes
162(1)
On Your Own
163(1)
Wrapping Up
164(1)
Expanding Your Expertise
164(1)
Extending Your Skills
165(1)
Case Study 1: PK--12 Schools
165(1)
Case Study 2: Business and Industry
165(1)
Case Study 3: Military
166(1)
Case Study 4: Higher Education
167(2)
Concurrent Design: WBI Preplanning and Design Tasks
169(34)
Objectives
170(1)
Introduction
170(2)
WBI Preplanning Tasks
172(4)
Finalizing the WBI Design Approach
172(1)
Identifying Tasks and Team Members
173(3)
GardenScapes
176(1)
On Your Own
177(2)
WBI Project Timelines
178(1)
GardenScapes
179(2)
On Your Own
181(1)
Essential Design Tasks
181(1)
Writing Objectives
181(6)
Objectives, Learning Outcomes, and the Web
182(1)
Five-Component Objectives
183(1)
Three-Component Objectives
183(2)
Writing Objectives Using the TOAB
185(2)
GardenScapes
187(1)
On Your Own
188(1)
Writing Assessment Items
188(6)
Purposes of Assessment
188(2)
Traditional Assessments
190(1)
Alternative Assessments
191(1)
Assessment Quantity and Quality
191(1)
Assessment Security
192(1)
Completing the TOAB with Assessment Items
193(1)
GardenScapes
194(2)
On Your Own
196(1)
Clustering the Objectives
197(1)
GardenScapes
198(1)
On Your Own
198(1)
Wrapping Up
199(1)
Expanding Your Expertise
199(1)
Extending Your Skills
200(1)
Case Study 1: PK--12 Schools
200(1)
Case Study 2: Business and Industry
200(1)
Case Study 3: Military
201(1)
Case Study 4: Higher Education
201(2)
Concurrent Design: Instructional and Motivational Strategy Planning
203(41)
Objectives
204(1)
Introduction
204(2)
Conceptual Framework of the WBID Model
206(3)
WBI Strategy Worksheet
207(2)
Instructional Strategies for WBI
209(2)
Orientation to Learning
209(2)
GardenScapes
211(3)
On Your Own
214(2)
Instruction on the Content
214(2)
GardenScapes
216(4)
On Your Own
220(2)
Measurement of Learning
220(2)
GardenScapes
222(2)
On Your Own
224(1)
Summary and Close
224(1)
GardenScapes
225(1)
On Your Own
226(1)
Motivational Strategies for WBI
226(4)
Theoretical Approaches to Motivation
226(4)
GardenScapes
230(1)
On Your Own
231(1)
Other Factors to Consider for WBI Design
232(5)
Class Size
232(1)
Navigation and Learner Control
233(1)
Feedback
233(1)
Interactivity
234(3)
GardenScapes
237(1)
On Your Own
238(1)
Media Selection for WBI
238(1)
GardenScapes
239(1)
On Your Own
240(1)
Wrapping Up
240(1)
Expanding Your Expertise
240(1)
Extending Your Skills
241(1)
Case Study 1: PK--12 Schools
241(1)
Case Study 2: Business and Industry
242(1)
Case Study 3: Military
242(1)
Case Study 4: Higher Education
243(1)
Concurrent Design: Putting Design Plans into Development Action
244(31)
Objectives
245(1)
Introduction
245(1)
Applying Message and Visual Design to WBI
246(6)
Message Design
247(1)
Visual Design
247(5)
GardenScapes
252(1)
On Your Own
253(1)
The Interface
253(2)
Use of Metaphors and Analogies
253(1)
Sketching the Interface
254(1)
GardenScapes
255(1)
On Your Own
256(1)
Flowcharting
257(1)
Flowcharts and Learning Management Systems
258(1)
GardenScapes
258(1)
On Your Own
259(1)
Storyboarding
259(3)
Types of Storyboards
260(2)
GardenScapes
262(2)
On Your Own
264(1)
Creating Web Pages and the Website
265(1)
Technical Issues Associated with Website Development
265(3)
Download Speeds
265(1)
Servers
266(1)
Cross-Browser Functionality
266(1)
ADA Requirements
267(1)
Copyright Issues
267(1)
Maintenance Issues
268(1)
Use of Web Editors
268(1)
GardenScapes
268(2)
On Your Own
270(1)
Formative Evaluation and WBI Development
270(1)
GardenScapes
270(1)
On Your Own
271(1)
Wrapping Up
271(1)
Expanding Your Expertise
272(1)
Extending Your Skills
272(1)
Case Study 1: PK--12 Schools
272(1)
Case Study 2: Business and Industry
273(1)
Case Study 3: Military
273(1)
Case Study 4: Higher Education
274(1)
PART 3 Implementation and Evaluation of Web-Based Instruction
275(65)
Implementation: Establishing a Sense of Community
277(35)
Objectives
278(1)
Introduction
278(1)
Understanding Teaching and Learning in an Online Environment
279(1)
Understanding Online Mentoring
280(1)
Implementation: Preplanning activities
280(5)
Implementation Personnel
281(2)
Implementation Budget and Time Allocations
283(2)
GardenScapes
285(3)
Personnel
286(1)
Budget and Time Allocations
286(2)
On Your Own
288(1)
Final Preparations for Implementation
288(5)
Identifying the Initial Learner Contact
288(1)
Final Technical Requirement Preparations
289(1)
Preparing for Communication Among WBI Participants
290(1)
Online Skills Training for Participants
290(3)
GardenScapes
293(1)
On Your Own
294(1)
Early Events in WBI Implementation
295(1)
Implementation: Facilitation and Management
295(3)
Implementation: The Aspect of Facilitation
295(3)
GardenScapes
298(3)
On Your Own
301(4)
Implementation: The Aspect of Management
301(4)
GardenScapes
305(1)
On Your Own
306(1)
Wrapping Up
307(1)
Expanding Your Expertise
307(1)
Extending Your Skills
308(1)
Case Study 1: PK--12 Schools
308(1)
Case Study 2: Business and Industry
308(1)
Case Study 3: Military
309(1)
Case Study 4: Higher Education
310(2)
Conducting Summative Evaluation and Research: The Final Stage
312(28)
Objectives
313(1)
Introduction
313(1)
Summative Evaluation Planning: Detailing the Purposes
314(2)
GardenScapes
316(2)
On Your Own
318(1)
Summative Evaluation Planning: Detailing the Main Steps
318(2)
Who Are the Stakeholders?
318(2)
GardenScapes
320(1)
Who Are the Stakeholders?
320(1)
On Your Own
320(1)
What Is Being Evaluated?
321(1)
GardenScapes
321(1)
What Is Being Evaluated?
321(1)
On Your Own
322(1)
Who Are the Evaluators?
322(1)
GardenScapes
323(1)
Who Are the Evaluators?
323(1)
On Your Own
323(2)
What Are the Evaluation Methods and Tools?
324(1)
GardenScapes
325(1)
What Are the Evaluation Methods and Tools?
325(1)
On Your Own
325(3)
How Are Data Collected and Analyzed?
326(2)
GardenScapes
328(1)
When Are Data Collected and Analyzed?
328(1)
On Your Own
329(4)
How Are the Data Analyzed and Reported?
330(3)
GardenScapes
333(2)
How Are the Data Analyzed and Reported?
333(2)
On Your Own
335(1)
Wrapping Up
335(1)
Expanding Your Expertise
336(1)
Extending Your Skills
336(1)
Case Study 1: K--12 Schools
336(1)
Case Study 2: Business and Industry
337(1)
Case Study 3: Military
338(1)
Case Study 4: Higher Education
339(1)
Appendix A: Methods and Tools for Gathering Data and Information
340(21)
Introduction
340(1)
WBI Data Gathering with Surveys
340(12)
Types of Questions
342(1)
Questionnaires
343(5)
Interviews
348(4)
WBI Data Gathering through Observation
352(2)
Methods of Observation
352(2)
Benefits of Using Observations
354(1)
Drawbacks of Using Observations
354(1)
WBI Data Gathering through Extant Data Collection
354(1)
Benefits of Using Extant Data
355(1)
Drawbacks of Using Extant Data
355(1)
WBI Data Gathering with Expert and End-User Reviews
355(2)
Subject Matter Expert Reviews
355(1)
Instructional Design Expert Reviews
356(1)
Technical Expert Reviews
356(1)
End-User Reviews
356(1)
Benefits of Using Reviews
356(1)
Drawbacks of Using Reviews
357(1)
WBI Data Gathering through Evaluative Studies
357(2)
Benchmarking
357(1)
Self-Study
357(1)
Case Studies
358(1)
Experimental--Control Group Studies
358(1)
Pre- and Posttest Design
358(1)
Benefits of Evaluative Studies
358(1)
Drawback of Evaluative Studies
359(1)
WBI Data Gathering with Cost-Effectiveness Studies
359(1)
Benefits of Cost-Effectiveness Studies
359(1)
Drawbacks of Cost-Effectiveness Studies
359(1)
Summary
360(1)
Appendix B: Further Design Considerations for WBI
361(17)
Navigation and Learner Control Design
361(7)
Random Design
363(1)
Structured Designs
363(1)
Selecting an Appropriate Design
363(5)
Message Design
368(2)
Flowcharts
370(2)
Storyboards
372(1)
Style Guides
373(1)
System Management During Implementation
374(2)
Learning Content Management Systems
375(1)
Implementation Considerations Communicating in Writing
376(1)
Summary
377(1)
Glossary 378(5)
References 383(15)
Index 398

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