Web-Based Course Authoring Tools: Pedagogical Implications PROCEEDINGS
Nada Dabbagh, Brenda Bannan-Ritland, George Mason University, United States ; Kathleen Flannery Silc, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on the findings of an evaluation conducted on Web-based course authoring tools. A comprehensive framework encompassing pedagogical, institutional, and ethical aspects among others, was used to examine the instructional effectiveness of the online learning environment by applying the framework to completed courses rather than assessing the specific features of the tool under investigation. A review of these courses and the attributes of the tools used to deliver them revealed several conclusions. In order for Web-based instruction to be effective it must be pedagogically driven, dynamically designed, interaction oriented, and content specific. Focus should be placed on designing a pedagogical approach appropriate for the content, inclusion of organization and interaction strategies that enhance the student's processing of the information, and integration of the medium's attributes to support the designated goals and objectives of the course.
Dabbagh, N., Bannan-Ritland, B. & Silc, K.F. (1999). Web-Based Course Authoring Tools: Pedagogical Implications. In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 248-253). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 1999 AACE