Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited
Robin Kay, UOIT, Canada
Journal of Interactive Learning Research Volume 24, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) WBLTs on middle (n=333) and secondary (n=389) school student attitudes (learning, design, and engagement) and learning performance (remembering, understanding, and application tasks). Students rated WBLTs with a direct instruction architecture significantly higher than WBLTs with a constructive-based architecture in the areas of learning effectiveness, design, and engagement. Students also commented that a direct instruction format had better organization and visual supports, higher quality graphics and animations, and superior help features. Students performed significantly better in the understanding and application knowledge categories when a direct instruction format was employed. No significant differences were observed between direct instruction and constructive-based architectures with respect to the remembering knowledge category. It is speculated that a direct-instruction design may be better suited younger students who are learning basic level concepts, although more research is needed to explore higher level knowledge areas.
Kay, R. (2013). Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited. Journal of Interactive Learning Research, 24(1), 33-51. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Robin Kay, UOIT, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1182–1186
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.