Instructional Design Attributes of Web-Based Courses
Joy Bi, Ohio University, United States
WebNet World Conference on the WWW and Internet, in San Antonio, Texas Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Revitalized efforts have taken place in the fields of knowledge engineering, expert systems, and multimedia educational technology. The delivery of instruction and instructional materials changed from instructor to students in a classroom, to learners in a certain country or even to students all over the world on the Web. What theory or model can educators follow to design effective instruction for distance learners on the Web? In an effort to apply traditional instructional design theories to Web course development, the researcher conducted a qualitative research study to examine the experiences in Web course design and delivery and to explore what components affected Web-based course design. The purpose of this research study is to identify and document instructional design attributes of the Web courses which contribute to the comprehension of online instruction and the relationships between these major areas in Web-based courses: Instructional design, course development, content delivery, and administrative support.
Bi, J. (2000). Instructional Design Attributes of Web-Based Courses. In Proceedings of WebNet World Conference on the WWW and Internet 2000 (pp. 38-43). San Antonio, Texas: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Jantrathip Sae-Chin & Paul Resta, The University of Texas at Austin, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1760–1763
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