Web-based Instruction (WBI)

As research moves beyond online assessment and how to give students feedback and remediation if needed, the next step is to look at web-based instruction (WBI). In the mid 1990s, schools started to utilize the Internet as a platform to deliver information. When I was taking classes at Cal-State in the late 1990s, we used the Internet to get information and share emails, but it wasn’t until my last class that I completed a class online using WebCT. Now we see programs such as the University of Phoenix that have an entire program built around getting a college degree entirely online while “working” with other students online to complete projects on line to submit to a professor. Other colleges and high schools are moving to a more web-based curriculum for many reasons including cost and availability of courses.
A WBI class should do the following:” encourage self-paced learning where the student can work independently at their own pace; promote interaction between teachers and learners, learners and learners and allow students to create and share their knowledge; help with contextual learning and discussion; and provide live learning resources for learners” (Yang, Chang, 2008). A typical class that is web-based will have the student log on to a website to see the assignments. Classes are set up on sites such as Moodle or Blackboard that allow instructors to set up the class with assignments, a calendar, discussion boards, chats and links for information. Many schools have taken the on line courses to the next level by creating a multimedia class. There are classes that have teachers set up a time that the teacher is in front of a camera or computer and the class is conducted. The camera allows for web cams with different students that are logged in and the teacher presents the information. Students are able to chat with the teacher and get instant feedback as well as emails. This allows for the face to face interaction that is missing in many of the web-based classes.
There are many advantages to web-based instruction as seen by the researchers. Students prefer the WBI classes because they enjoy the factor that they do not have to go to the main campus and can complete it on their time. According to the study by Rodriguez, Ooms and Montanez (2008) of the students they surveyed 48% appreciated the flexibility of study time and less need to go to the campus (24%). 49% liked the limited face to face interaction. “Among the students who had online-learning experience, half (52%) reported to agree that online courses meet the same quality standards as classroom courses. Even so, 89% reported that they would consider registering for another online course, 11% would not” (Rodriguez, Ooms and Montanez, 2008).
The University of Georgia conducted a study on the use of online learning. The researchers looked at the following components: design of the course, comfort with online technologies and time management. The study results were all favorable for the online courses with design being the highest (89%). The lowest result was time management with (71%) (Song, Singleton, Hill and Koh, 2003). The students were also surveyed on using different tools of communication such as email, chats and bulletin boards.
Web-based instruction also had some disadvantages that need to be dealt with in order to make it a valuable tool. Many researchers found that there were limitations to WBI such as” no human teacher expression and explanation; no synchronization and match between course materials and explanations; lack of contextual understanding, just in time feedback and interactions; lack of platform-independent standardized materials” {Yang, Liu, 2007). Also many participants in the study by Song, Singleton, Hill and Koh, (2003) struggled with the lack of community, difficulty understanding instructional goals and technical problems.
Some of the problems with WBI centered around the social and lack of community of the instruction. Most of the classes did not see building a community as a goal so did not motivate social immersion and linking to the other students. They do not allow students to link together even if they use the same communication tools. They lack pedagogical features which are essential for creating a learning community (Mioduser, Nachmias, Oren and Lahav ,1999).
The study by Yang and Change (2008) pointed out that many of the web-based classes are set up for individuals and they tend to be people that want a task described and want to attack It to complete it. “These adult students desired more of interactions via internet with experts who have the expertise related to the target issue rather than with their peers “(Yang, Chang, 2008). “As for the instructional approaches, students preferred the inquiry-based instructional design, expected more of the accommodation-oriented cognitive activities, and were like to engage in the outward interaction” (Yang, Chang, 2008).
Students also had an issue with the lack of feedback from instructors. They found that they were missing the face to face interaction with the teachers and missed the feedback from the teachers. Hislop (2001) found that online classes required more time taken by the instructor to prepare the curriculum and set it up. Other factors that added to the workload were the lack of experience of the participant and the time required to interact with the participant. “Online exercises also challenge the teachers, not only in terms of complexity and compatibility, but also in the fundamental ways of sense making. In the physical classroom, the experienced teacher knows how to “read the situation” and immediately adjusts his roles and methods accordingly. In the virtual classroom, one has to rely solely on what is being explicitly stated, and gaps between accustomed personal and professional competencies and the demands of the situation are likely to occur” (Heilson, Josephson, 2008).
“Accordingly, to encourage students to engage in explorative and interactive web-based learning environments, instructors could help students to build up more positive thought about web-based learning. What can be done is to show and discuss with students the benefits and positive results of web-based learning prior to any learning activities” (Yang, Chang, 2008).