Web-Teaching (eBook)

A Guide to Designing Interactive Teaching for the World Wide Web

David W. Brooks, Susan M. Gallagher, Diane E. Nolan (Autoren)

eBook Download: PDF

2006 | 2. Auflage
342 Seiten
Springer Netherlands (Verlag)
978-0-306-47682-2 (ISBN)

Infos

When the first edition of Web-Teaching was written, in late 1996, the Web seemed to be emerging as a powerful force in education. The half-decade since has seen remarkable instructional innovation based upon the Web. At the same time, seeking the goose that lays the golden egg, college administrators with little or no technical expertise have driven faculty to create Web courses. Distance education went out; extended education came in. Politicians began to anticipate substantial instructional savings. Thus far, any profits have been minimal and any savings experienced have been small ones.

Web courses and Web-based course supplements have popped up all over all over the world. No central force has yet emerged which dominates the field. Indeed, nearly every college, from the large to the small, has become a player. Tremendous, broad-based Web-delivery activity has characterized the last few years of the 20th century. Elementary students publish Web-sites. Teachers use Web-pages to communicate with parents.

Web-commerce has flourished. The wave of Web-commerce has paled that of Web-teaching. The infrastructure that is emerging to support Web-commerce ultimately will permit piggybacking of Web-teaching. We can expect fast Web access to be available in students' homes.

We see this edition as continuing to offer helpful, research-based suggestions to teachers who would improve their teaching using the Web. The first edition of Web-Teaching was somewhat dated when it came off the press. This edition also shoots at a quickly moving target. Much has happened in four years. Little has happened, however, to modify the principal messages of the first edition. This edition attempts to focus reader attention on research reported from the early days of Web teaching.

There are six things we can say about Web teaching at this time:

1. Course Management Software (WebCT, CourseInfo) has emerged and been embraced strongly by teachers. As a result, the number of teachers whose courses have some Web presence is mushrooming. For our first edition, Web teachers who managed their own servers represented a large fraction of those using the Web. This no longer is so; today few teachers manage their own Web servers.

2. The first edition suggested that Web teaching might not be successful in certain content areas. It turns out that Web teaching can be applied to nearly any non-laboratory course in the curriculum. Even portions of some laboratory and studio courses have been handled well on the Web.

3. While extensive studies are not available, early results suggest that students in Web courses learn about the same amount as do students in traditional courses. Drop out rates in Web-based courses are higher than in traditional courses, but similar to other distance courses.

4. There have been no results that suggest strong learning gains from multimedia approaches to teaching. Thus far, it appears that media have small effects. Active learning approaches have larger positive effects on learning outcomes.

5. Many teachers have developed Web supplements for their courses. There is very strong evidence that the students who use these resources learn better than those who do not.

6. Very few teachers have enjoyed time efficiencies as the result of developing a Web presence. Quite the opposite; teachers find that Web courses take more time. This is especially true of courses involving discussion, where reading Internet-based discussions can become an enormous chore.

A major difference between this edition and the first edition is that this edition was first created on the Web, and then converted to paper. The number of chapters has been increased. Several topics have been included that were missing in the first edition. For example, we devote a chapter to a discussion of Web courseware applications. Courseware helps teachers to organize and deliver courses that are entirely Web-based. We also stress the metacognition of the Web, those core skills that help us know what to do whenever we use the Web as an information gathering or transmitting tool. David Brooks notes, with great personal regret and sense of loss, the passing of his friends and mentors Frank Collea and Alvah Kilgore. They both were prime movers of the first edition.

David W. Brooks
Diane E. Nolan
Susan M. Gallagher
Lincoln, Nebraska
August, 2000 

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Beginning with a brief history of the Internet, this book delves into a review of current research, active learning strategies, Web courseware, metacognition, strategies for Web discussions, promoting student self-regulation, building interactive Web pages, basic HTML coding, managing Web sites, using databases, automated testing, and security and legal issues. Experience shows that Web teaching may be used in an extremely wide range of subject areas. Modern course management software has demystified the use of the Web for teaching, allowing instructors to focus on instructional design and improving student experiences instead of only the technical skills of building Web sites. Web-Teaching helps readers pick and choose what aspects of the Web to employ to achieve the greatest student learning gains.

Inhalt

Preface 6
Acknowledgments 11
Contents 12
Introduction 23
ABOUT OUR FORMAT 23
THE INTERNET – A BRIEF HISTORY 24
THE WEB – A VERY BRIEF HISTORY 25
THE ROLE OF COMPUTERS 26
IMPACTS OF THE NEW TECHNOLOGIES 27
CURRICULA 29
THE MEDIUM IS THE MESSAGE 30
WHY TEACHERS USE THE WEB 30
GOALS OF THIS BOOK 31
THE MEDIUM FOR THE MESSAGE 32
THE BOOK’S CONTENT 32
THE TEACHER/STUDENT, SERVER/CLIENT METAPHOR 33
GLOSSARY 34
REFERENCES 36
URLs 37
Research on Teaching: Web Issues 38
THE BIG PICTURE: LEARNING AND NEURONS 38
TEACHERS AND FACE VALIDITY 40
TECHNOLOGY AND TEACHING 42
MULTIMEDIA: DEVELOPING A PERSPECTIVE 43
MULTIMEDIA IN ACTIVE LEARNING SYSTEMS 46
ARE ELECTRONIC CONVERSATIONS EFFECTIVE? 49
THE BOTTOM LINE 50
THE WEB AS A DELIVERY MEDIUM FOR INSTRUCTION 50
A PERSPECTIVE 53
GLOSSARY 54
REFERENCES 55
URLs 57
Software for Managing Web Courses 59
COURSEWARE 60
OTHER SUPPORT ISSUES 66
EXAMPLES FROM COURSEWARE PACKAGES 67
INFORMAL OBSERVATION ABOUT USAGE 70
GLOSSARY 70
REFERENCES 71
URLs 71
Students and Web Use: Expectations 72
METACOGNITION 73
TEACHING STRATEGIES 73
TIPS TO TEACH 75
SEARCHING THE WEB 77
GLOSSARY 79
REFERENCES 81
URLs 81
Encouraging Discussion 82
THE NATURE OF WEB-BASED DISCUSSION 82
STRATEGIES FOR WEB-BASED DISCUSSION 87
SUPPORTING WEB DISCUSSION 91
GLOSSARY 102
REFERENCES 103
URLs 104
Web Multimedia Basics 106
YOUR BROWSER AND COMPUTER FILES 106
TEXTUAL MEDIA 109
HYPERTEXT 113
SOUPED-UP HYPERTEXT 113
HTML BASICS 115
ALTERNATIVES TO HYPERTEXT 117
TRANSFERRING FILES 119
GLOSSARY 121
REFERENCES 123
URLs 123
Interactive Strategies 125
CLASSROOM TRADITIONS 125
HYPERTEXT LINKS 126
CLICKABLE IMAGES 128
FORMS 128
COLLECTING STUDENT TEXT 139
E-MAIL (FOR PROCESSING FORMS) 139
THE LAST MINUTE 142
GLOSSARY 143
REFERENCES 143
URLS 143
Multimedia Beyond Text 144
VISUAL MEDIA 144
STILL IMAGES 145
GIF 147
JPEG 148
PNG, MNG 148
SPECIAL PROGRAMS AND PLUG-INS. 154
3-D CAD
IMAGES WITH MOTION 159
AUDIO MEDIA 165
GLOSSARY 167
REFERENCES 169
URLs 170
Promotion of Self-Regulated Learning 172
SELF-REGULATION 174
PRINCIPLES FOR ENCOURAGING SELF-REGULATION 175
EXPLICIT TRAINING 180
DISCIPLINE-SPECIFIC SELF-REGULATION 181
EXAMS 182
VIDEOCONFERENCING 183
GLOSSARY 183
REFERENCES 183
Creating and Managing Web Sites 186
DOMAIN NAMES/IP ADDRESSES 188
HARDWARE – ACCESS SPEED 189
SOFTWARE 190
SITE ORGANIZATION 191
DETAILS ABOUT SERVING 192
GLOSSARY 196
URLs 197
Course Supplements 199
EXAMPLES 200
HOMEWORK 213
REFERENCES 213
URLs 214
College and K-12 Courses 215
COURSES 216
URLs 224
Informal Education: Museums, Organizations 225
INFORMAL EDUCATION 226
MUSEUM SITES 226
ORGANIZATION SITES 231
TUTORIALS 235
REFERENCES 236
URLs 236
Using Databases 238
DATABASES 238
ACTIVITIES 244
WEB RESEARCH AND ASSESSMENT 247
GLOSSARY 248
REFERENCES 248
URLs 248
Automated Testing 249
MASTERY LEARNING 249
AUTOMATED TESTING 250
EXAMPLE TESTING SYSTEMS 251
ADMINISTERING TESTS 254
GLOSSARY 254
REFERENCES 255
URLs 255
Advanced Interactivity 256
EVALUATING STUDENT WRITING 256
APPLICATION SOFTWARE RECENTRALIZED 257
SELECTED MULTIMEDIA PROGRAMS 260
CLIENT-SIDE INTERACTIVITY 262
SERVER-SIDE INTERACTIVITY 263
CGIs 265
NEW WAYS TO ENVISION CURRICULA 267
GLOSSARY 268
REFERENCES 268
URLs 269
Weblets, CD-ROMs, Intranets 270
WEBLETS 270
CD-ROMs 271
INTRANETS 275
GLOSSARY 276
REFERENCES 277
URLs 277
Security Issues 278
PROTECTING THE WEB SITE 279
CONTROLLING ACCESS 283
GLOSSARY 288
URLs 289
Equity and Legal Issues 290
EQUITY 290
COPYRIGHT 292
PLAGIARISM 293
REFERENCES 295
URLs 296
Multimedia Classrooms Lecturing
A MODERN MULTIMEDIA COURSE 297
MAJOR DEPARTURES 300
MULTIMEDIA IN THE GENERIC CLASSROOM 301
THE MULTIMEDIA CLASSROOM 307
WHAT NOT TO DO 308
INTERNET 2 309
GLOSSARY 311
REFERENCES 311
URLs 311
Glossary 313
URLs 327
Index 338
More eBooks at www.ciando.com 0

Textauszug

CHAPTER 9
Promotion of Self-Regulated Learning (p. 155-156)

The early literature about students using the Web describes successful students in terms that teachers frequently use to describe students who traditionally succeed. While all teachers enjoy these successful students very much, many students come to us in less than perfect form to succeed at the tasks we ask of them. This chapter is about making students better at academic survival. A goal for us in writing this book has been to direct readers toward what we believe to be the best available literature to assist you when making Web course design choices. Thus far, the literature related to Web-teaching has spoken about the less than perfect students with a single voice – don’t admit them. While that strategy nearly always leads to teacher success, it does not address the realities of the students we meet.

In traditional settings, the instructor controls the classroom to some degree. Class attendance may be a requirement. Students in a class can engage in activities; participation can be an integral part of their grades. Over the Web, students have much more freedom than in a classroom. They may be logged into a Web site, but not even in the room. It is not possible for the instructor to tell exactly what students are doing. Students who are poor at self-regulation easily can be "slaughtered" in Web-based courses. On the Web, if your students are not self-regulating, how can you hope for success?

The research literature in the area of self-regulation often is found under the heading metacognition {U09.01}. While literature about Web-teaching is sparse on this issue, there is a rich literature about distance learning. In distance settings, attrition rates (lack of success rates) of 50% are commonplace. But it is not clear that high dropout rates are intrinsic to the distance process. Kevin Cox {U09.03} suggests that: "If you have a high drop out rate then all other things being equal you probably have a poor course."

A very basic question about teaching, especially college teaching, is "can we do much anyway?" Christy Horn’s work (studies of introductory biology classes [Horn et al., 1993; Horn, 1993, 1995]) determined that the biggest fraction of lack of success can be attributed to students’ not trying! Worse yet, this problem is not localized; it is widespread at major universities. Students who do not attend classes, do not interact with the learning materials, and, therefore, have very low success rates. Horn’s work is representative of many that document the breadth of a troubling situation. Instructors can do only so much to improve their teaching before the lack of student involvement becomes a limiting factor.

There is substantial hope that successful interventions are possible, however. As one of several responses to Horn’s results, faculty have developed Web pages for student use. For example, William Glider [1996] has developed Web pages with opportunities for submitting questions, access to tutorials, access to old quizzes with answers and discussion, and enrichment materials. Questions are entered using standard HTML form elements. Glider has documented improved student learning [Horn et al., 1997]. Recently Shin [1998] suggested guidelines for instructional design that might promote students’ selfregulation. Keller [1999], originator of the ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivational design, suggests ways to use this in computer-based instruction and distance education.

Puntambekar & duBoulay [1997] describe a system, Metacognition in Studying from Texts (MIST), that includes three features to foster metacognition. Their system was used more productively by high ability than low ability students, however. Self-regulation concerns the entire range of factors that affect student performance. Intelligence is a controversial construct describing factors about which teacher impact, at best, is limited. Self-regulation is something that is teachable and not especially constrained by intelligence [Symons et al., 1989]. Self-regulation accounts for the ability of persons of modest intelligence to become skilled masters of very complex tasks.

Interventions aimed at improving self-regulation are one way for teachers to impact students’ lives. According to Gregg Schraw, teaching self-regulation may be the most important thing a teacher can do for students; it may amount to empowering them to be lifelong learners. This kind of thinking pervades the community of educational psychologists studying these issues:

A new vision of education is emerging. It is one in which children are provided procedural instruction throughout their academic careers, one in which strategy instruction is at the heart of education. This reflects the belief that a major goal of schooling is to teach people how to read, write, and solve problems.
Symons et al., 1989, p. 1

Produkt-Details

• Erscheint lt. Verlag: 11.4.2006
• Sprache: englisch
• Themenwelt: Sachbuch/Ratgeber
• Themenwelt: Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Themenwelt: Technik
• ISBN-10: 0-306-47682-7 / 0306476827
• ISBN-13: 978-0-306-47682-2 / 9780306476822