How to effectively provide Web-Based Instruction?

If we look at the delivery of information and learning via web-based instructional systems we find some similarities to traditional learning, however we find more differences than similarities. We find that many web-based instructional systems do indeed make use of stimulants such as movies, sounds, and graphics.

We also find that the best web-based instructional sites provide a reference library of sorts, to assist the student in their understanding of the material elements of the particular course. These reference libraries are usually hyper links to other educational or related web sites, which the student can use as a resource to further their understanding of the materials. Some hyperlinks use video and animation to gain and hold the attention of the student, while others are merely “page turner” type of sites.

But what of the interaction that takes place in the traditional classroom? What becomes of the theoretical arguments that an experienced educator would foster, stimulate and encourage among the students and/or the educator? What becomes of the personality and strength of conviction that normally results as a benefit of these stimuli? Are they lost in web-based instruction?

Response to this question is that it depends upon the design of the course and the process of delivery that is used. If a web site course is designed along the lines of the Gagne theory of instructional design, it could certainly achieve and accomplish its’ objective.

However while the elements of design are crucial, so is the interaction of the students with both each other, as well as the educator. Regardless of how well web-based instruction is designed, if it is designed solely as a stand-alone product without any human interface or interaction it will not meet its ultimate goal to educate. Most students need interaction and human intervention so as to gain the sociological elements of instruction, intervention, encouragement, and specific and specialized feedback.

As an example in a traditional classroom it could be stated that the educator leads the instructional process in somewhat of a behaviorist viewpoint if the educator uses the lecture technique as his sole means of instructional delivery. If however this same lecturer engages the students in the lecture, and encourages them to participate or to make other contributions to the lecture, it could be said that the educator utilized a constructivist approach to learning.

Without human intervention and the social implications and benefits that this type of interaction provides to the student, the student may eventually find themselves lost in their ability to intellectually engage in the most simple of arguments or discussions.

On the positive side most web-based instruction does provide discussion forums, discussion groups and e-mail capability. I do believe that we can definitely enhance the students’ ability to write philosophically and intellectually as a result of these forums. Using these forums will indeed enhance the educational benefit of web-based instruction, but not to the extent that web-based instruction coupled with human interaction would.

The real solution to the issue of a changing paradigm is in the answer to the following question. In which ways can web-based instruction bring both the best instructional process to the student, as well as bringing about the convergence of a stimulating and encouraging environment of learning? Is a paradigm necessary, or are what we are experiencing merely a juxtaposition and congruency of the instructional design principles of Gagne, coupled with the principles and practices of either the behaviorist and/or constructivism approaches to learning?

Is or will it ever be possible for us as a society to provide the same type of interaction that takes place in classrooms via web-based instruction? If so will we loose any of our abilities as educators, or will web-based instruction create more clearly defined challenges and – obstacles to the educational process? Will web-based instruction be able to take advantage of alleviating distances between the masses while still being in a position to provide a quality education, or will web-based instruction fall by the way side as merely a technology fad that was temporary at best?

With little research on this topic, and with some experience on my part, I believe that a combination of the tried, tested, and scientific principles of instructional design and educational pedagogy must be employed in order for web-based instruction to succeed. I don’t believe that under any circumstances should proven instructional principles be sacrificed in order to serve the masses. I also believe, however that in order to succeed with the same or exceeding^ difficult goal of increasing the benefit of the educational experience to the student, that a new type of web-based design principles and pedagogy will emerge.

I also believe that a new type of instructional delivery system will emerge as a result of technology advances in the way of cameras, and real time conversations. The convergence of heretofore-unknown technologies will force the issue of human intervention even further in web-based instruction. A new type of educator will emerge. This will be an educator who has had the experience of teaching in a traditional classroom setting but is able to take advantage of the technology to bring forth a better delivery method of instruction within a web-based instructional setting.

Is web-based instruction a suitable alternative for all subjects, for all students, and/or for all institutions? The unequivocal response to this rhetorical question is of course not. Each of us possesses certain skills and attributes, which allows us to learn. We are as different in these processes as the night is from the day. Web-based instructional methods are only a single source utilized to expedite instruction. Some students will continue to use the services of a traditional institution, coupled with web- based instruction, while other students will be more suited to the rigors of a traditional classroom situation.

Will we require making a committed and concerted effort in a paradigm shift? It is not certain that a complete shift in tried and tested philosophies and paradigms is as necessary as is the fundamental approach to education which is to recognize the uniqueness and differences in style and learning patterns that distinguishes us as human beings and students.

Only with the acceptance of these learning differences can we as instructional designers and educators utilize the technology resources to reach the masses. Only with this recognition of differences will we be in a position to challenge and to establish new paradigms of instructional philosophy. Only with the recognition of these differences will we establish and refine the instructional philosophies, which currently exist.

Time, experience, technology and the dedication of educators and students to attempt new methods of delivery and instruction will be the one of the basis of foundation for any new or reconfigured paradigms that may come into existence in the future.

The evaluation of these success and/or failed attempts coupled with only the passage of time will allow us to effectively evaluate the changes necessary to determine if a shift in educational paradigms, philosophies, and dogma are required to suit the information age and to foster a new age of improved web-based instruction.

Only by trial and error, substantiated by qualitative and quantitative evidence of learner outcomes, shall we as designers, teachers, and educators be in a position to determine the suitability and success of various web- based instructional methods.