Instructional elements remain the foundation of current instructional design practice. Practice is the instructional element provided after learners have been given information required to master an objective and Navigation is the non-instructional element guides the learner on the sequence of instruction. Linear Navigation can be referred to as…

We investigated whether and how prior knowledge activation improves learning outcomes for high school (less experienced learners) and university students (experienced learners) in a hypertext environment. Map coherence was defined as the extent to which relationships between the concepts in the map were made explicit. Therefore, we classified the…

This study aimed to investigate whether pedagogically guided web-based reading can improve skimming and scanning significantly (i.e., increased productive outcomes) and whether it can enhance student participation and motivation (i.e., increased affective outcomes). Forty-six students enrolled in two German 3 classes at the high school level were…

We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a…

Learner analysis and needs assessments are basic elements of all instructional design models and are of concern to those designing distance education courses. This investigation surveyed 249 geographically dispersed online students' computer skills and attitudes toward Internet-delivered instruction. Results were assessed by demographics. Results…

A field experiment compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted…

Web-based materials presented through course management software can become an integral part of the students' learning process. Online activities and content promote active, collaborative, and accessible learning. Faculty recognize these benefits, but often struggle with finding the time and effort to develop Web material. This article presents a…

With limits on both personnel and time available to conduct effective instruction, the decision is being made increasingly to enhance instructor-led courses with Computer-Based Training (CBT). The effectiveness of this conversion is often unknown and in many cases empirical evaluations are never conducted. This paper describes and discusses the…

This chapter explores the pros and cons of Web-based instruction following the University of North Texas' decision to offer counseling courses on the Web. It seems that the most frequent arguments for Web-based instruction are its ability to reach students and its potential for course enrichment. The practice of providing live instruction on the…

Discussion of the use of the Internet as an instructional tool in higher education focuses on a three-level research framework for the study of campus-wide academic instruction using the Web. Describes how the framework was used for a project at Tel-Aviv University to integrate the Internet into traditional instruction. (Contains 56 references.)…

A panel of experts proposed and rated categories and indicators of constructivist-compatible principles for Internet-based courses. The categories and associated indicators provide an initial framework that may help educators apply constructivist principles to the development of Internet-based courses. (EV)

Discusses the conversion of existing instructional materials for electronic learning and describes a retooled instructional systems design (ISD) model that assumes the Web is the primary delivery media while still considering analysis, design, development, implementation, evaluation, and revision. (Author/LRW)

Suggests that too much Web-based instruction assumes that the Web is a library that can be used to convey knowledge, that searching and finding information equals learning, and that hyperlinking is good instruction. Critiques these assumptions based on constructivism and offers instructional methods to counteract their effects. (Author/LRW)

Describes a study of online instructors that investigated how they use instructional tools designed for the Web, including conferencing systems, online gradebooks, audio streaming, student portfolios, and usage statistics. Discusses advantages and disadvantages of online tools and includes recommendations for the development of online tools. (LRW)

This analysis extends the traditional marketing tradeoffs between richness (depth of knowledge) and reach (geographic area coverage) to the emerging technology-mediated education industry, and then specifically evaluates their effect on the teaching of international business. It asserts that interactive learning, particularly as it applies to team…