Brooks / Nolan / Gallagher Web-Teaching

A Guide to Designing Interactive Teaching for the World Wide Web
2. Auflage 2001
ISBN: 978-0-306-47682-2
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 9, 342 Seiten

Reihe: Innovations in Science Education and Technology

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

Autoren/Hrsg.

Brooks, David W.

Nolan, Diane E.

Gallagher, Susan M.

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgments;11
3;Contents;12
4;Introduction;23
4.1;ABOUT OUR FORMAT;23
4.2;THE INTERNET – A BRIEF HISTORY;24
4.3;THE WEB – A VERY BRIEF HISTORY;25
4.4;THE ROLE OF COMPUTERS;26
4.5;IMPACTS OF THE NEW TECHNOLOGIES;27
4.6;CURRICULA;29
4.7;THE MEDIUM IS THE MESSAGE;30
4.8;WHY TEACHERS USE THE WEB;30
4.9;GOALS OF THIS BOOK;31
4.10;THE MEDIUM FOR THE MESSAGE;32
4.11;THE BOOK’S CONTENT;32
4.12;THE TEACHER/STUDENT, SERVER/CLIENT METAPHOR;33
4.13;GLOSSARY;34
4.14;REFERENCES;36
4.15;URLs;37
5;Research on Teaching: Web Issues;38
5.1;THE BIG PICTURE: LEARNING AND NEURONS;38
5.2;TEACHERS AND FACE VALIDITY;40
5.3;TECHNOLOGY AND TEACHING;42
5.4;MULTIMEDIA: DEVELOPING A PERSPECTIVE;43
5.5;MULTIMEDIA IN ACTIVE LEARNING SYSTEMS;46
5.6;ARE ELECTRONIC CONVERSATIONS EFFECTIVE?;49
5.7;THE BOTTOM LINE;50
5.8;THE WEB AS A DELIVERY MEDIUM FOR INSTRUCTION;50
5.9;A PERSPECTIVE;53
5.10;GLOSSARY;54
5.11;REFERENCES;55
5.12;URLs;57
6;Software for Managing Web Courses;59
6.1;COURSEWARE;60
6.2;OTHER SUPPORT ISSUES;66
6.3;EXAMPLES FROM COURSEWARE PACKAGES;67
6.4;INFORMAL OBSERVATION ABOUT USAGE;70
6.5;GLOSSARY;70
6.6;REFERENCES;71
6.7;URLs;71
7;Students and Web Use: Expectations;72
7.1;METACOGNITION;73
7.2;TEACHING STRATEGIES;73
7.3;TIPS TO TEACH;75
7.4;SEARCHING THE WEB;77
7.5;GLOSSARY;79
7.6;REFERENCES;81
7.7;URLs;81
8;Encouraging Discussion;82
8.1;THE NATURE OF WEB-BASED DISCUSSION;82
8.2;STRATEGIES FOR WEB-BASED DISCUSSION;87
8.3;SUPPORTING WEB DISCUSSION;91
8.4;GLOSSARY;102
8.5;REFERENCES;103
8.6;URLs;104
9;Web Multimedia Basics;106
9.1;YOUR BROWSER AND COMPUTER FILES;106
9.2;TEXTUAL MEDIA;109
9.3;HYPERTEXT;113
9.4;SOUPED-UP HYPERTEXT;113
9.5;HTML BASICS;115
9.6;ALTERNATIVES TO HYPERTEXT;117
9.7;TRANSFERRING FILES;119
9.8;GLOSSARY;121
9.9;REFERENCES;123
9.10;URLs;123
10;Interactive Strategies;125
10.1;CLASSROOM TRADITIONS;125
10.2;HYPERTEXT LINKS;126
10.3;CLICKABLE IMAGES;128
10.4;FORMS;128
10.5;COLLECTING STUDENT TEXT;139
10.6;E-MAIL (FOR PROCESSING FORMS);139
10.7;THE LAST MINUTE;142
10.8;GLOSSARY;143
10.9;REFERENCES;143
10.10;URLS;143
11;Multimedia Beyond Text;144
11.1;VISUAL MEDIA;144
11.2;STILL IMAGES;145
11.3;GIF;147
11.4;JPEG;148
11.5;PNG, MNG;148
11.6;SPECIAL PROGRAMS AND PLUG-INS.;154
11.7;3-D; CAD;158
11.8;IMAGES WITH MOTION;159
11.9;AUDIO MEDIA;165
11.10;GLOSSARY;167
11.11;REFERENCES;169
11.12;URLs;170
12;Promotion of Self-Regulated Learning;172
12.1;SELF-REGULATION;174
12.2;PRINCIPLES FOR ENCOURAGING SELF-REGULATION;175
12.3;EXPLICIT TRAINING;180
12.4;DISCIPLINE-SPECIFIC SELF-REGULATION;181
12.5;EXAMS;182
12.6;VIDEOCONFERENCING;183
12.7;GLOSSARY;183
12.8;REFERENCES;183
13;Creating and Managing Web Sites;186
13.1;DOMAIN NAMES/IP ADDRESSES;188
13.2;HARDWARE – ACCESS SPEED;189
13.3;SOFTWARE;190
13.4;SITE ORGANIZATION;191
13.5;DETAILS ABOUT SERVING;192
13.6;GLOSSARY;196
13.7;URLs;197
14;Course Supplements;199
14.1;EXAMPLES;200
14.2;HOMEWORK;213
14.3;REFERENCES;213
14.4;URLs;214
15;College and K-12 Courses;215
15.1;COURSES;216
15.2;URLs;224
16;Informal Education: Museums, Organizations;225
16.1;INFORMAL EDUCATION;226
16.2;MUSEUM SITES;226
16.3;ORGANIZATION SITES;231
16.4;TUTORIALS;235
16.5;REFERENCES;236
16.6;URLs;236
17;Using Databases;238
17.1;DATABASES;238
17.2;ACTIVITIES;244
17.3;WEB RESEARCH AND ASSESSMENT;247
17.4;GLOSSARY;248
17.5;REFERENCES;248
17.6;URLs;248
18;Automated Testing;249
18.1;MASTERY LEARNING;249
18.2;AUTOMATED TESTING;250
18.3;EXAMPLE TESTING SYSTEMS;251
18.4;ADMINISTERING TESTS;254
18.5;GLOSSARY;254
18.6;REFERENCES;255
18.7;URLs;255
19;Advanced Interactivity;256
19.1;EVALUATING STUDENT WRITING;256
19.2;APPLICATION SOFTWARE RECENTRALIZED;257
19.3;SELECTED MULTIMEDIA PROGRAMS;260
19.4;CLIENT-SIDE INTERACTIVITY;262
19.5;SERVER-SIDE INTERACTIVITY;263
19.6;CGIs;265
19.7;NEW WAYS TO ENVISION CURRICULA;267
19.8;GLOSSARY;268
19.9;REFERENCES;268
19.10;URLs;269
20;Weblets, CD-ROMs, Intranets;270
20.1;WEBLETS;270
20.2;CD-ROMs;271
20.3;INTRANETS;275
20.4;GLOSSARY;276
20.5;REFERENCES;277
20.6;URLs;277
21;Security Issues;278
21.1;PROTECTING THE WEB SITE;279
21.2;CONTROLLING ACCESS;283
21.3;GLOSSARY;288
21.4;URLs;289
22;Equity and Legal Issues;290
22.1;EQUITY;290
22.2;COPYRIGHT;292
22.3;PLAGIARISM;293
22.4;REFERENCES;295
22.5;URLs;296
23;Multimedia Classrooms; Lecturing;297
23.1;A MODERN MULTIMEDIA COURSE;297
23.2;MAJOR DEPARTURES;300
23.3;MULTIMEDIA IN THE GENERIC CLASSROOM;301
23.4;THE MULTIMEDIA CLASSROOM;307
23.5;WHAT NOT TO DO;308
23.6;INTERNET 2;309
23.7;GLOSSARY;311
23.8;REFERENCES;311
23.9;URLs;311
24;Glossary;313
25;URLs;327
26;Index;338
27;More eBooks at www.ciando.com;0

Leseproben

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