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The Effects of Learner-Centered Design of Web-based Instructional Systems on Ease of Access, Interactivity, and Individualized Learning
PROCEEDINGS

, GongJu National University of Education in South Korea, United States ; , The Richard Stockton College of New Jersey, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study is to introduce a web-based instructional system particularly designed and developed for pre-service teachers' computer education at a teachers' university in South Korea. The current web-based instructional system consists of three structures, student learning, instructor teaching and administrator management. The system design is based on the Web-based Instructional Model (Choi, 2001), that prescribes possible solutions to the potential problems of web-based instruction and advances an effective design strategy in terms of ease of access, interactivity, learning strategy for individualized self-study, and user interface design. The current paper identifies the strengths to be maintained and weakness to be revised for the effective design of web-based instructional systems, based on survey results from seventy pre-service teachers who were enrolled in a course delivered by the current web-based instructional system.

Citation

Han, K. & Joung, S. (2004). The Effects of Learner-Centered Design of Web-based Instructional Systems on Ease of Access, Interactivity, and Individualized Learning. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1238-1243). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2020 from .

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