Introduction to Online Learning

Khan's book Web-Based Instruction surveyed the rapidly developing field of educational uses of the World Wide Web as it existed in 1997. He assembled 57 chapters written by leading practitioners, adding his own introduction and a chapter reporting on his survey of factors to be considered in evaluating a Web-Based Instruction course.

This guide does not attempt to review the entire book, but comments on chapters selected for their relevance to the main issues concerning readers about to implement online delivery of education on the Web; the nature of the medium and its implications for how education is delivered, the context in which it will be used, and the processes involved in its adoption by teachers and the institutions in which they work.

Khan's Introduction

In his opening chapter (Khan 1997b), Khan outlines the potential of the Web for providing global access to learning and its impact on education, creating a new learning paradigm requiring well-designed learning resources. He defines Web-based Instruction (WBI) as 'a hypermedia-based instructional program which utilises the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported'.

Khan distiguishes between 'components' , the integral parts of a WBI system such as content development, software, hardware and internet service providers, and 'features', the characteristics of a WBI program contributed by these components. He classifies features as

• 'key features' inherent in the Web, such as its interactivity, global accessibility and capacity for online searches
• 'additional features', such as convenience, collaborative learning and online evaluation, dependent on the quality of WBI design.

The Appendix to this chapter provides a useful commentary on both types of feature in a table which could benefit all concerned in development of WBI, though some of the comments seem optimistic in the light of current realities; for instance, the claim that cross-cultural interaction is inherent in the Web seems questionable in view of current inequalities in access and proliferation of English language and corporate sites, as demonstrated by almost any web search.

In spite of this, the Appendix is a valuable introduction to the potential of the Web at the time of writing.

Web-Based Distance Learning and Teaching

The development of the Web coincided with radical changes in patterns of work and the kinds of skill required in the workplace. Romiszowski's chapter (Romiszowski 1997) is important in discussing the contribution that Web-based learning can make to the development of the skills needed by the 'knowledge worker'.

Romiszowski applies a systems analysis to education, regarding the knowledge worker as a 'processs component' generating new knowledge which will keep the organisation for which he or she works 'ahead of the competition'. To achieve this, existing knowledge, seen as the input to the system, must be searched and filtered to identify what is relevant to the current task. The accelerated increase in the existing stock of knowledge and its rate of production threaten to swamp the system. The knowledge worker is regarded as responsible for controlling the nature of the new knowledge in a wider social context. The role of the education system is seen as equipping the knowledge worker with the competencies to generate new knowledge responsibly.

Required Competencies

Four key competencies are identified:

• Self-directed and just-in time learning: the example of the need to learn how to use new software to perform a task illustrates the need for individual learner-centred access to relevant information at the time of use.
• Self-directed knowledge acquisition: the knowledge worker needs to be able to access what is relevant from a vast pool of potentially useful information. Hypermedia are seen as a possible solution to structuring this information in accessible forms.
• Information analysis: it is important to be able to find and critically evaluate the relevant information. Romiszowski makes the important point that the information accessed must be understood and suggests that this may be assisted by concept mapping.
• Creative problem solving: here Romiszowski recognises the need for synthetic thinking in generating new knowledge by linking existing ideas to each other and the task in new ways. He argues that such skills are best acquired by experiential learning , for instance the use of case studies and collaborative problem solving activities.

Delivery Technologies

To equip knowledge workers with the necessary skills, Romiszowski suggests three computer technologies which could be valuable educational supports:

• Electronic performance support systems: these consist of packages of training and reference materials and specialised software, often distributed across a network by a server. It is suggested that these packages could be delivered over the Web.
• Mulimedia, hypermedia and the Web: The Web offers immediate access to a vast store of information linked by hyperlinks, though its continued expansion depends on capacity to transmit exponentially increasing traffic and availability of access, particularly in less developed countries. To make effective use of the Web, information must be organised in a form comprehensible to the user. Improvements in search engines and site design may play a major part in facilitating access.
• Computer nediated communication: this enables fast but asynchronous collaborative activity. This could enable the experiential learning experiences needed to acquire skills in synthesis and creative problem solving, but make expensive use of skilled educators.

Romiszowski's perspective

Romiszowski views education as a means of equiping knowledge workers in a competitive society with skills needed for their personal and organisational advancement. His conclusions,. while well-argued and convincing in this context, represent a limited perception of the motivation of learners and the purposes of education. It is assumed that knowledge is of value while it offers a competitive advantage, rather than an end in itself. Even within the employment context , it is questionable whether just-in-time learning is an adequate preparation for understanding the implications of technological change so that the workers may assume the wider responsibilities which Romiszowski suggests are theirs.

With these reservations, his paper provides valuable insights into the social context in which WBI will operate, and some possible solutions to educating learners for a future which places new demands on the way we think.