Web, Web-enhanced, or 80/20: Choosing The Instructional Model That Makes Sense PROCEEDINGS
Kathryn Ley, University of Houston-Clear Lake, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The focus upon distance education over the previous decade has offered numerous hardware and software shifts that can support distinctly stand-alone Web-based and Web-enhanced learning environments. Many teacher education programs have been among the first to embrace distance education models of learning as the innovative new opportunity; however, is distance education innovative or new? Distance education has been a reality since radio and telephone have been viable options for teaching at a distance. Yet many suggest that the World Wide Web, with a stable Internet structure stimulating its rapid growth, has introduced significant new possibilities for learning environments. Web-based and Web-enhanced learning environments have become viable options for educational programs. Educators have moved beyond the mere integration of the Web as knowledge-level support systems, towards the introduction of higher order thinking skills integration and a focus upon learning communities within a Web environment. Perhaps the aspects deemed innovative are merely appropriate instructional strategies that are being labeled as ground-breaking due to the novel learning environment labeled the World Wide Web. As the Web ages and experience accumulates there is a growth in the number of models of distance education. Evidence and logic suggests that combining web with f2f may indeed have distinct advantages over complete web based learning or all f2f. The most common distance education models investigated and promoted may be total web delivery for almost all content, activities, and interactions between faculty and students. There are other options along a continuum from complete web delivery for most all content, activities, and interactions to no use at all for content delivery of content, activities, or interactions. This paper will build a rationale for what may be called and 80/20 model of delivering web/f2f instruction. The rationale will present the logic, research, and theory from several fields to build a case for the 80/20 delivery approach. The paper will identify research and theory on cognitive load, instructional motivation, change theory, diffusion of innovation theory, and psycho-social factors affecting learning that support a an 80/20 model over web or f2f alone. The 80/20 ratio first proposed by the Italian economist, Pareto, in the early twentieth century to explain an economic phenomena in a human economic system is the framework for integrating the theory and research identified in this paper to explain the phenomena of web learning in and human educational system. Each of these distinctly separate yet appropriate learning environment models have strengths as well as weaknesses, yet the subject matter, learning objectives, assessment modules, learners, instructional opportunities and real-world educational environments must remain the center of the decision-making process in order to design superior instruction and learning environments. The proceedings paper and presentation will focus upon the distinct models of education and the decision-making process that must follow in order to decide upon the most appropriate model given the desired learning outcomes and the human educational system that results in those outcomes.
Ley, K. (2002). Web, Web-enhanced, or 80/20: Choosing The Instructional Model That Makes Sense. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 975-977). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2002 AACE