Implementing Online Learning

This part of the Guide examines how Web-Based Instruction may be delivered, firstly in general terms, then considering more specific applications of the technology to particular types of course. This section ends with a discussion of how assessment may be incorporated into a Web-Based course.

General Design

Implementing Web-Based Instruction involves applying educational principles to the creation of a new learning environment. Ritchie and Hoffman provide a useful summary of issues relevant to the design process, while Harasim's chapter describes the outcome of such a process in Virtual-U, a Web-based collaborative learning environment.

Implementing Instructional Design

In their introduction, Ritcie and Hoffman (1997) define instruction as "a purposeful interaction to increase learners' knowledge or skills in specific, pre-determined ways". They discuss seven features which should be incorporated at the design stage to acheive this:

• Motivating the learner - involves more than arousing interest with good graphics. Learners can be stimulated to solve problems, convinced of the relevance of content to their own situations and given confidence by viewing examples of good work.
• Identifying what is to be learnt - defining learning goals explicitly at the start of an activity helps to counteract the divergent , hyperlinked nature of the Web.
• Reminding learners of past knowledge - to be meaningful, new knowledge must relate to the learner's existing conceptual framework. The designer needs to consider the learners' likely backgrounds in providing links which reinforce connections to the new content.
• Requiring active involvement - the authors discuss ways in which active learning may be promoted.
• Providing guidance and feedback - thoughtful naming of links can improve guidance in the pages themselves. Feedback can be provided by multiple choice questions with answers linked to pages reinforcing correct answers or correcting misunderstandings if a wrong answer is chosen. CGI scripts can perform a similar function, and may also provide a record of learner responses.
• Testing - the authors describe various methods, including the use of CGI scripts and assessing student Web pages. This topic is discussed more fully in the assessment section of this guide.
• Providing enrichment and remediation - this can be achieved using CGI scripts or hyperlinks to suitable material. Remedial material may be improved by using alternative text or modes of represetation rather than simply repeating the material which has failed the learner. Enrichment can be provided by links to additional, relevant ideas or information.

In their chapter, Ritcie and Hoffman provide a useful checklist for designers of educational sites.

Virtual-U: An Online University

In their chapter, Harasim et al (1997) describe the development and structure of their purpose-built educational environment, Virtual-U. The design illustrates many of the features discussed elsewhere in this guide, including collaborative and active learning, and provides a range of facilities for course authoring and administration as well as a structured learning environment. A key underlying concept is that of knowledge building, the construction of new knowledge by a process which involves "active articulation, sharing and organisation of ideas and information into individual and group knowledge structures".

The system was implemented using Web-based client-server architecture, with a central server distributing specialist software via local servers to workstations which generally only required a browser. This overcame some of the cost and compatibility problems arising from the use of differnet platforms by a dispersed student population.

A spatial metaphor using visual images of a virtual campus helps learners orient themselves in navigating within Virtual-U and influences their behaviour in different 'spaces', such as the informal social 'cafe' and the 'virtual classrooms' used for seminars and discussions.

Group conferencing uses Visual Groups, a specialist Web conferencing system developed at Virtual-U. This offers tools including ones for annotation and concept mapping, helping learners organise ideas and structure knowledge.

Virtual-U development responds to learner feedback and the availability of new software for activities such as shared whiteboards, audio and video. The system monitors patterns of use, providing information which developers can use to evaluate and refine the system.

In this Guide, Virtual-U serves as an excellent example of the imaginative implementation of educational design, integrating technology with constructivist pedagogy. Virtual-U continues to develop; current information can be accessed from the Virtual-U Website.