Lesson 3 Enhancement Activity Final

Using World Wide Web to
Enhance Classroom Instruction

Enhancement The use of the World Wide Web
Activity in Computer 7 (WWW) as an instructional tool is gaining
momentum as more teachers, instructors,
Prepared by: and trainers incorporate it into their
repertoire. Grouped together, any
instruction that makes use of a computer
is called Computer Based Training (CBT),
and those strategies that employ the
Web as the repository for instructional
information are known as Web-Based
Instruction (WBI). WBI can be employed in
a distance education model or as an
adjunct to teacher-led classrooms.

NeoJohn

January 19, 2016

Introduction

Recent technological advances have created the possibility for
new ways of learning and teaching. The Web has captured the
imagination of more people than any other computer innovation
(McCormack and Jones, 1998, p. xi). Taking full advantage of the
potential of the Web requires teachers to think about learning and
teaching in new ways, as well as to master the technology itself. The Web-
based classroom can support an existing teaching method or be used as
a replacement, but according to McCormack and Jones, the former is
currently the most common. As Rosen (1998) points out, however

"The World Wide Web is merely a tool, as is a chalkboard, overhead
projector, or VCR. Tools don't teach. When effectively implemented they
assist in the learning process. If learning on the part of the students has
been helped by the use of a tool, then the tool has been used successfully."

There are reasons why the use of the Web in classrooms is not more
widespread, including, but not limited to:

 knowledge
it is not a simple and straightforward task to create and maintain
an extensive Web-based Instruction site;

 reluctance
some educators are hesitant to adopt new methods of
instruction;

 resources
few schools can afford the time, support, training, and
recognition for teachers who wish to pursue new methods of
instruction; and,

 infrastructure
some schools simply do not have the resources to develop large
computer infrastructures.

The solutions presented in this paper do not require a large
investment in infrastructure. This paper presents one method of enhancing
the instructional process through the use of Web-based Instruction.

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What is Web-Based Instruction?

Web-based instruction has evolved from any number of computer-

based instructional methods, often referred to as Computer-Assisted
Instruction (CAI), Computer-aided Instruction (CaI), Computer-Managed

Instruction (CMI),

Internet-Based

Instruction (IBI), or

Web-Based Instruction
(WBI), but collectively

called Computer-

Based Education

(CBE). For the purpose

of this paper, CBE that
uses the World Wide

Web as a repository

for instructional

information and the

Internet as the
distribution channel for

that content will be

referred to as Web-

Based Instruction

(WBI). As McCormack

and Jones (1998) wrote

"It means you can use the Web as a repository students can access to
retrieve any information that would be useful to them. Not only can you
use the Web to help distribute information - you can also place the
information in a form that goes beyond text and takes advantage of the
media that will help students understand better and to which they can
relate more easily."

The emergence of the World Wide Web as a pipeline for learning
will have a profound effect on the manner in which our students learn and
we teach. As Koonce states

"From Web-based instruction and distance learning to virtual reality and
online peer communities, training and technology are converging in rapid
and radical ways. The convergence - speeded by the Internet and by the
growth of company intranets and extranets - is having a revolutionary

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impact on both the nature of training and the skills that trainers will need
to do their jobs in the next century. ... Are you ready for what these
changes will mean to you? Are you becoming an expert at these new
technologies and the new modalities of learning that are developing? Or
is your idea of training still centered on the use of flipcharts and stand-up
presentations, icebreaker exercises, and extensive lecture?"

Why use Web-Based Instruction?

There are a number of reasons why a teacher might choose to use
Web-Based Instruction, including:

 enhancing student learning;

 spending more time with students working in small groups or one-
on-one;

 reducing repetitive teaching tasks;

 reducing paper flow and management, and;

 providing improved instructional materials.

So why create Web-Based Instruction in your classroom?
McCormack and Jones (1998) suggest that one reason for doing so is
because "most educators aim to use a teaching method that is effective,
efficient, and enjoyable". Using Web-Based instruction (WBI) is all of these
things, but it is also pedagogically sound because it allows teachers to
spend more time working with students in small groups and individually.
WBI can begin to offer a
variety of paths through the
curriculum and offers
students a self-paced
learning environment, thus
providing students with a
sense of control over their
learning. In addition, Web-
Based Instruction facilitates
multiple levels of instruction
in one room with a single
teacher. If implemented on
the World Wide Web,

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students can have access to instructional materials at home. Because the
instructional materials are stored and distributed electronically, Web-
Based Instruction is also environmentally friendly, and there are not the
management issues associated with paper-based instruction such as
duplicating, revising, filing, and picking up after students. Students who
miss school are also able to go to a Web site and find instructional
materials they missed during their absence.

When used as an instructional tool, the Internet has the potential to
meet the needs of a variety of students by presenting instructional
materials to them in different ways, including a traditional linear form; or,
with the addition of illustrations, video clips, and even sound, in such a
manner that students can review or move ahead through content.
Students need not follow a lock-step regimen to learning but are able to
pursue learning in a self-paced manner. Bennett (1996) advocated this
approach to teaching when he discussed the possibilities that computers
in classrooms offer:

"Teaching to differing ability, background and interest has posed an
eternal dilemma to educators. Instruction that is appropriate and
beneficial to one student may have a negative effect on another. Teachers
with a classroom of children know it is impractical to try to tailor lessons
to each student. Personal attention, however, would be immensely helpful
because of the varied needs of pupils. Some students require additional
explanations, while others have grasped the material and are ready to go
on. Since having forty million private instructors is impossible,
compromises are necessary and teaching usually progresses at the
average level of the class. Poorer students are left hanging in their
confusion and the brightest students miss exciting challenges. With
computers as tutors, the learning of one individual will never be hindered
by the abilities and weaknesses of others. Each student will move at his or
her own pace, unaffected by the rate of learning of any other student."

Throughout history teachers have used available technology for
instructional purposes, including the use of slates and stylus, blackboards
and chalk, video presentations and television, and computer-based
instruction. In a report to the U.S. Congress titled Teachers and
Technology: Making the Connection, the Office of Technology
Assessment (1995) made this statement:

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"First and foremost, teachers want to ensure that their students are
learning. If technology can be a resource to enhance student achievement
and interest in learning, teachers are more likely to invest the time and
energy to learn to use it in their teaching. However, the relationship
between technology and student learning is too often framed as a
seemingly simple question: is teaching with computers and other
technologies better than teaching without them?"

Teachers choose to use new technologies in order to enhance their
teaching. Just as we added the written word to oratory, added books,
began to use pen and paper, film and video tape, so will teachers add
computer technology and the Internet to their repertoire. Further, the
Office of Technology Assessment (1995) stated:

"Teachers use new technologies for the same reason they use books,
worksheets, and other teaching tools to help students learn. Evidence from
an array of studies indicates that technology in the classroom can have a
positive impact on student learning, in terms of achievement in certain
subject areas, development of skills, and attitudes towards school."

The central question for any teacher is, "How can this help my
students?" As the Office of Technology Assessment (1995) report above
mentioned:

"Although early research tended to focus on 'the computer' as an
independent variable that somehow affects the learning process, it is
becoming increasingly clear that technology, in and of itself, does not
directly change teaching or learning. Rather, the critical element is how
technology is incorporated into instruction."

Infrastructure Required in Web-Based Instruction

The purpose of this paper is to discuss Web-Based Instruction, rather
than the infrastructure required to operate it. Any discussion about
infrastructure could be a lengthy paper in itself, and any such discussion
usually ends up in the politics of the institution and the usual discussion of
support, speed, Windows versus Macintosh, acceptable use policies
(AUP), access policies, and issues dealing with inappropriate use. It may
not even be necessary to have a fast Internet connection, or even an
active Internet connection to use WBI. If you have a LAN in your school,
that may be all you need, and it is even possible to implement WBI in a

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stand-alone mode. So, for the purposes of understanding Web-Based
Instruction in the course of this paper, we will not concern ourselves with
connections, protocols, or bandwidth.

However, it must be stated that you will need some basic tools such
as a Web browser and a simple text editor, if you want to create
instructional Web pages, both of which are found on most computers.

Instructional Design Behind Web-Based

Instruction

Prior to implementing a Web-Based classroom, it is necessary to look

at the instructional design process. The instructional design is a process

that occurs outside of instructional delivery; it is the grand scheme by

which curricula are disseminated to learners. The instructional design

process may lead to the use of several delivery strategies, and Web-

Based Instruction could be one of those strategies. Instructional design is

different than instructional delivery in that it uses a variety of delivery

methods such as peer teaching, mastery learning, or whole class

instruction. Instructional design is a framework for delivery. Briggs,

Gustafson, and Tillman (1991) define instructional design as "a systematic

approach to creating effective instruction but has not had the test of time

such as scientific principles for example" (p. 7). They state that it "has been

accepted more by business and industry, and less so by post-secondary

education and even less so by public education" (p. 7). One reason why

proprietary schools are successful is that they often make extensive use of

the instructional design process, but systematic design makes instruction

more effective and efficient (p. 3).

Instructional design, according to Briggs, Gustafson, and Tillman,
"ensures congruence between objectives, instruction, and evaluation" ( p.
4). There are several underlying values in the instructional design process:

 goals and objectives can be agreed upon and are set at a
higher level than the classroom; usually at a department or
ministry of education level, or in business at the corporate level.

 outcomes are directly measurable and learner skills can be
described

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 focus is on the learner; the goal is learner knowledge, skills, and
attitudes

 there is much more to be learned about how humans learn - we
are where the knowledge base of medicine was 100 years ago
(adapted from Briggs, Gustafson, and Tillman. 1991. p. 8).

Briggs, Gustafson, and Tillman describe the six principles of
instructional design:

1. objectives, instruction, and evaluation are related and
congruent and each affects the other.

2. components must be related

3. process of instructional design must be systematic but flexible to
allow for changes and cyclical development

4. instructional design should be research based

5. must be open to testing and improvement

6. compare final design to an alternative or at least to the
objectives - "Does this work?" (p.6).

The first step incorporates the establishment of the objectives,
methods, and evaluation criteria. Second, the instructional design process
must use a planned approach in order to be effective. The third step is
that the instructional design process must provide for an orderly but
flexible sequence. Fourth, the instructional design procedure must be
based on research. The fifth step states that the design process must be
hermeneutic; testing and improvement must be built into the design.
Finally, the sixth step requires that the final version of the instructional
product must result in an acceptable level of performance by the
learners.

Web Design Behind Web-Based Instruction

Assuming the instructional design process is completed and the
underlying principles adhered to, the next step is to create the
instructional delivery mode. WBI starts off the same way as any type of
teaching by designing a learning experience, preparing materials, setting
objectives, and using appropriate instructional methods. The learning

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materials may consist of text, sound, video, and graphics. Designing and
implementing a Web-Based Instruction classroom is not a quick and
simple process, but you may already be part way there. However, if you
do undertake the task, it will be rewarding, time consuming, and may
make teaching much easier.

The educational approach used with the WBI concepts presented
here is influenced by the constructivist philosophy of learning, in which
Langenbach and Bodendorf (1997) define learning as "an active, self-
motivated, context and situation oriented social process" (p. 2). The most
important factor in any learning environment is to focus on how individuals
learn, then use technology to create that learning environment. Such an
environment should be learner-centered where students are able to
optimize their own learning opportunities. But, as Koonce (1998) points out
"I'm not sure that left to its own devices, technology can do all that. ...
There's a key role for [teachers] to play as mentors and facilitators of the
learning process. We can't forget the high-touch component here" (p. 5).

When creating instructional Web pages, simplicity is the Web-Based
Instruction designer's maxim. Don't attempt complicated solutions -
technical or educational - the first time. It will be discouraging to you and
the students if things don't work as expected. It is possible to make an
instructional Web page with rich graphics, moving text, and bright
backgrounds, but these are usually distracting for the learner. In addition,
using many of the special effects available on the World Wide Web add a
level of complexity that may not be necessary or desirable in an
educational environment - and learning how to do these may not be the
most beneficial use of the designer's time, especially in the early
development of Web-Based Instruction.

The goal when designing any Graphical User Interface (GUI) - and a
Web page is simply a GUI to your instructional materials - is to achieve a
clear and structured, but appealing layout. The design issues described in
this section should be considered when constructing an instructional Web
site. The single most important consideration in an instructional Web site is
the content. If the instructional material is not clearly understood by the
learner, then the investment in all of the other design issues is wasted.
Many novice Web designers become interested in the bells and whistles
that the Web has to offer and have little content. For the same reason,
movement - the use of blinking text, JavaScript, and animated graphics -

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should be used for attracting attention, not for decoration. Page layout
should be simple and clean because cluttered layout on Web pages, just
as in print and broadcast media, do not necessarily add to the
instructional process. Icons should have some meaning and context and
be used for an instructionally valid reason. Graphic overload,
characterized by some commercial sites, should be avoided to reduce
load time and clutter.

Another important design consideration is the use of contrasting
text and background. This improves the readability of the Web page,
especially for those who may be visually impaired. The best color
combination is black text and a white background. Color can be used for
emphasis or to indicate Web links, or to indicate the learner has to do
something. Background images should be avoided in favor of content
and legibility. According to Langenback and Bodendorf (1997) the use of
backgrounds should be entirely avoided as these substantially reduce the
readability of the page and may lead to fatigue (p. 3).

Color should be used not for the sake of color, but for a particular
instructional purpose. One example of using color is to color code various
levels of instruction so that when the teacher is required to help a student,
a quick glance indicates the course or level the student is working at. For
example, a colored sidebar could be used to indicate introductory,
intermediate, or advanced curriculum, as illustrated in Figure 1 below.

Figure 1: The sidebar is color-coded to the course level.

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In addition, color coding can be used throughout the Web site.
Pop-up windows that contain additional information or self-test
information, glossary windows, and links to other locations are all
examples of items that should be color coded so the learner knows their
position in the Web site. Figure 2 below illustrates how using color coding
for the various modules of the Web site can be used.

Figure 2: Color coding Web site modules. The top window is the pop-up
glossary, the second window is a self-quiz window, and the large window
in the background is instructional window from which the other two are

linked.
When designing instructional Web pages, the issue of whether or
not to use frames often arises. Frames are used to split a Web page into
multiple windows. This design decision affects earlier versions of browsers,
because not all could properly display sites utilizing frames. However, most
users now have frames capable browsers, so this technical issue should no
longer be a concern. Nevertheless, the instructional issues remain valid.
Frames should be used to enhance a Web page and make it easier for
the learner to use or navigate the site. A frames-based implementation
assures the learner will always have the navigation panel available and
be able to navigate the site. Figure 3 below shows a Web site that makes
use of frames. The left frame contains navigation aids and project titles,
while the right frame contains the instructional material related to the
project the student is working on.

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Figure 3: Frames-based implementation.

The most important design issue of any Web site, but particularly an
instructional Web site is consistency. The Web site must have the same
look and feel throughout. Consistency in design, use of icons, color, and
location will allow the user to know where they are, where they are
expected to be, and what they are expected to do. Consist graphic and
link references are necessary so learners know what to click and what
they will find.

Another important consideration is to use a common start page
that provides structured access to materials and a consistent set of links to
other locations on the Web site. Using a common page structure for each
page the learner will access help the learner progress through the
instructional material easier. As illustrated in Figure 4, a suggested page
structure includes:

 title;

 objectives;

 new terms;

 instructions linked to a glossary and self test and information
windows;

 review;

 test if needed; and,

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 assessment.

Figure 4: Example of a Web-based Instructional page structure.
The design process involved in an instructional Web site is illustrated
in Figure 5 below. It starts with a concept which is a result of the
Instructional Design process where the objectives and assessment criteria
are specified. This part of the process may be external to the place in
which the curriculum will be delivered, undertaken at a corporate or
Department of Education level. The instructional strategy, however, may
be a local decision, perhaps even a decision the teacher can make. In
this example, the instructional strategy being employed is Web-Based
Instruction, so the second step is to design the Web site. Web site design
was the subject of this section.
Once the Web site has been conceptualized, a test of the design of
the Web site must be made. This usually encompasses one or more
possible page layouts, graphic styles, backgrounds, text color, and so on.
It is a good idea at this stage to have the learner audience look at the
test designs and provide some feedback. Once you have decided on a
basic layout, it should be piloted with a group of learners that will
approximate the group that will be using the Web site. Because Web-
Based Instruction takes some time to develop, the test group may not be
the same as the implementation group. During and after the pilot phase
of the development, the Web pages should be reviewed and revised as
necessary.

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Once the pilot phase is complete, the Web site can be build. As a
teacher, you want to implement Web-Based instruction as quickly as
possible, so the time from design to use should be kept as short as
possible. However, taking care of some issues early on can save much
more time later in the process. After the Web site is developed - and the
entire Web site does not have to be completed before using it - the
implementation phase occurs where learners actually use the site. On-
going in the implementation phase is constant review and revision of the
site with an eye for continual improvement. The design process described
here is similar to the one described by Briggs, Gustafsen, and Tillman
(1991).

Figure 5: The Instructional Web site design process.

Locus of Control with Web-Based Instruction

The use of Web-Based Instruction creates a classroom that looks
and operates much differently than many traditional classrooms.
Physically, the space is the same, or can be, although a Web-based
classroom probably has a higher number of computers available for
student use. The real difference lies in the way in which the students learn
and the teacher teaches. In fact, very little "teaching" goes on in a Web-
based classroom, at least in the whole-group sense, but much "learning"
occurs. The Web-based classroom described here is used in-class
instruction and is not intended to be distance education, although it
could be used for that purpose. The most important thing to remember
about a Web-based classroom is that the locus of control changes; a
Web-based classroom is no longer focused on the teacher, but rather, it is
very much learner-centric. This is a risky type of strategy if the teacher is
not able to relinquish some control. It also dictates a responsibility change

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- from the teacher to the learner. While it is student centered, there is still
much work to be done by teacher, teaching skills such as time
management with students, planning, and organization. There is intense
small group and one-on-one work done by the teacher with the students.
Web-based instruction allows for students to progress at a pace they feel
comfortable with - within certain constraints of the course such as progress
deadlines. This type of instruction also allows teacher some more freedom
- assessment is often done on the spot with the student, for example. As
McCormack and Jones (1998) suggest, "the trend in Web-based
classrooms is away from the student as a passive recipient of knowledge
toward the student involved in the learning process as an active, self-
directed participant. Both educators and students with experience on of
traditional didactic methods may have problems adapting to this new
approach" (p. 23). A Web-based classroom is a very active classroom,
and students quickly become spread out over a variety of projects.

One of the most important tasks required of the teacher in a Web-
based classroom is that of teaching the students how to work in a self-
paced environment. In this respect, some teacher direction is still required,
in terms of letting students know about any deadlines and where they are
expected to be with respect to the course requirements. One method of
helping students with this is to provide a daily agenda on the bulletin
board, whiteboard, or on a projection screen. An example of a daily
agenda, prepared as a Microsoft PowerPoint presentation is illustrated in
Figure 6 below.

Figure 6: A daily agenda prepared in PowerPoint is displayed each class.
As Briggs, Gustafson, and Tillman (1991) state, "in mastery learning

environments - where time is allowed to vary - studies have shown most
students can achieve the objectives" (p. 4).

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In the Web-based classroom, collaboration occurs on a daily basis
without having to create collaborative projects or group work for students.
It is natural for students to help each other with problems they may
encounter as they progress through the course content. As Koonce (1998)
wrote, "the collaborative component is a big part of what makes Web-
based learning and training avenues work. It isn't just technology" (p. 2).

There are other teacher benefits of the Web-based classroom, as
well. One of the benefits is that repetitive teaching tasks are reduced. For
example, students who miss a class can visit the Web site and "pick up"
their assignments at any time, and the teacher need not re-teach the
lesson. Because Web-based instruction does not use paper, the
management tasks involved with preparing, duplicating, filing, and
cleaning up paper-based classes is non-existent. Changes and revisions to
curriculum materials are efficient and easy with Web-based instruction as
the teacher can revise the materials, publish them to the Web, and the
materials are immediately available to the students.

There are challenges associated with transferring something that
has been classroom-based and putting it online. Formats and pacing, for
example, are different in an online classroom than in a traditional
classroom.

The Future of Web-Based Instruction

At this point in time, Web-based Instruction is in its infancy. There is
much research to be done, both in terms of our knowledge of learning
and in Web-based Instruction. If you are going to develop a Web-based
classroom, keep a journal of your experiences - may be useful as a
research tool later on.

In addition, this method of instruction allows students to explore
concepts in a variety of ways and enables teachers to meet the diverse
needs of students in single classrooms. Bennett (1996) also supported this
concept by stating, "Although teachers will have to alter their
accustomed practices, they will reach a new level of importance, will
accomplish more, and will have greater job satisfaction when schools
take advantage of the power of computers." He continued by saying that
"computerized education, properly used, can provide a personal side to
education that is impossible today" (retrieved May 23, 1997, from the

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World Wide Web at http://www.cris.com/~faben1/fullbook.shtml). The
personal side becomes possible when teachers are released from
repetitive tasks, enabling them to focus their attention on individuals and
small groups of students.

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Contents

Introduction................................................................................................... 1
What is Web-Based Instruction?................................................................ 2
Why use Web-Based Instruction?.............................................................. 3
Infrastructure Required in Web-Based Instruction.................................. 5
Instructional Design Behind Web-Based Instruction .............................. 6
Web Design Behind Web-Based Instruction............................................ 7
Locus of Control with Web-Based Instruction ....................................... 13
The Future of Web-Based Instruction...................................................... 15
Contents ...................................................................................................... 17
Bibliography ................................................................................................ 18

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Bennett, F. (n.d.). Computers as tutor: Solving the crises in

education. Retrieved January 19, 2016, from cris.com:
http://www.cris.com/~faben1/fullbook.dhtml

Mathew, N., & Dohery-Poirier, M. (2000, March 6). Using the World

Wide Web to Enhance Classroom Instruction. Retrieved January 19, 2016,

from firstmonday.org:

http://www.firstmonday.org/ojs/index.php/fm/article/view/732/641#m1

redbirdlearning.com. (n.d.). Retrieved January 19, 2016, from
http://redbirdlearning.com/wp-content/themes/redbird/imgs/our-
offerings/digital/a.jpg

tminus2.com. (n.d.). Retrieved January 19, 2016, from
http://www.tminus2.com/wp-content/uploads/2014/09/Online-Education-
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