Web-Based Course Authoring Tools: Pedagogical Implications PROCEEDINGS
Nada Dabbagh, Brenda Bannan-Ritland, George Mason University, United States ; Kathleen Flannery Silc, United States
EdMedia: World Conference on Educational Media and Technology, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on the findings of an evaluation conducted on Web-based course
authoring tools. A comprehensive framework encompassing pedagogical, institutional, and ethical
aspects among others, was used to examine the instructional effectiveness of the online learning
environment by applying the framework to completed courses rather than assessing the specific
features of the tool under investigation. A review of these courses and the attributes of the tools
used to deliver them revealed several conclusions. In order for Web-based instruction to be
effective it must be pedagogically driven, dynamically designed, interaction oriented, and content
specific. Focus should be placed on designing a pedagogical approach appropriate for the content,
inclusion of organization and interaction strategies that enhance the student's processing of the
information, and integration of the medium's attributes to support the designated goals and
objectives of the course.
Dabbagh, N., Bannan-Ritland, B. & Silc, K.F. (1999). Web-Based Course Authoring Tools: Pedagogical Implications. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 248-253). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/17431/.
© 1999 AACE