Designing web-based learning environment: a systematic approach using learning objects from a constructivist perspective

Background

• Emerging role of the web in delivering education
• Increasing pressure on faculty to deliver instruction on the web
• High student drop-out rate
• Creation and delivery of instruction not always grounded in theory
• Yet high use of the web ­ ineffective in being meaningful and engaging
• Critical issues identified by instructors and students would be necessary in designing a meaningful web-based learning environment
• Many strategies identified so far but not many are being implemented by the WBLE designers and instructors
• The new move towards understanding learning objects and their role in instruction can be a very effective tool in developing sound WBLE
• Definition of learning object ­ instruction broken down into manageable pieces, combined and recombined based on the objective of the lesson
• Instructors are not instructional designers and may not have time to learn instructional design theories. Different combination of learning objects embedded with theory can address the issue of creating instruction that is grounded in a strong theoretical framework.
• Nature of the web ­ independent learners, need to keep them motivated, allowing for a constructivist learning environment can be a good strategy. Will have flexibility and can include various types of instructional strategies.
• Purpose of this paper ­ outline a rationale for creating a grounded web-based learning environment using learning objects from a constructivist perspective.

Faculty and student perception of WBLE

• Similarities and differences among experiences