Volume 11, Number 2 2000
Structured Support versus Learner Choice via the World Wide Web (WWW): Where is the Payoff?
Betty Collis, Koos Winnips, and Jef Moonen 131 Margaret Martinez and C. Victor Bunderson 163The Use and Effects of Web-Based Instruction: Evidence From a Single-Source Study
Amy X. Y. Lu, Jonathan J. H. Zhu, and Michael Stokes 197 Thomas Fox McManus 219BETTY COLLIS, KOOS WINNIPS, and JEF MOONEN
Faculty of Educational Science & Technology, University of Twente, Postbox 217 7500 AE Enschede, The Netherlandscollis@edte.utwente.nl, winnips@edte.utwente.nl, moonen@edte.utwente.nl
In this exploratory study, students were given the choice of two forms of participation in a course. One form involved structured instructor support, in which the students were required to submit work via the WWW for regular feedback from the instructor and also to make use of various WWW-based tools in the different phases of their work. The other form of participation made the same possibilities and tools available but did not require or structure their use. Although this exploratory study was not carried out under strict experimental conditions, the results of comparing the 18 students in the structured-support approach with the 7 students in the learner-choice form showed that, although students in the structured-support variant spent twice as much time on the course as did students in the learner-choice variant, there was no significant difference between the groups in terms of overall performance on the final examination and little difference in attitudes. Dividing the test questions into knowledge-type and transfer-type questions did show a marginally significant (p=.054) difference in performance on transfer-type questions favouring the structured-support group, although these results are no more than pointers for further research given the exploratory nature of the study. Reflections based on the study are presented, particularly related to the costs and benefits of the two forms of participation in terms of instructor and learner time.
MARGARET MARTINEZ and C. VICTOR BUNDERSON
Brigham Young University College of Education Instructional Psychology and Technology Department MCKB 105m Provo, UT 86602-1114 USAmaggiez99z@cs.com
This investigation examined individual learning differences and adaptive learning in interactive World Wide Web (Web or WWW) learning environments from a new perspective. This perspective differs from traditional highly cognitive approaches because it highlights the dominant influence of emotions and intentions and their impact on learning. The study introduced learner-difference profiles called learning orientations and the System for Intentional Learning and Performance Assessment (SILPA), an interactive Web learning environment, to investigate how individuals manage learning in environments designed to support learning orientations. To accomplish this purpose, this study used learning orientation to (a) add the learner-difference dimension to the research design and analytical models (b) differentiate the learning audience, (c) guide the design of the learning environment and presentation of the treatment, and (d) make interpretations about the results. A secondary purpose was to test the SILPA as a promising new instructional and formative research model for Web learning.
Using a 3 X 3 factorial research design and multiple univariate analyses of variance, the researcher examined the effects and interactions on four variables (intentional learning performance, achievement, frustration, and learning efficacy). The findings revealed statistically significant effects and interactions among three research groups. The results show how learning orientations can help educators understand how to match instruction and presentation to support successful learning in Web environments.
Amy X. Y. Lu, Jonathan J. H. Zhu, and Michael Stokes
City University of Hong Kong 83 Tat Chee Ave. Kowloon, Hong KongApxylu@cityu.edu.hk
Although Web-based instruction (WBI) has been widely heralded for its effective, efficient, and enjoyable functions for teaching and learning, there is little solid evidence for the effectiveness of WBI on learning outcomes. The problem lies in part in the imprecise and insensitive research methods used in WBI research. The current study employed a single-source method that was originally used in advertising research to test the impact of WBI on learning. The test data came from a sample of 90 freshmen university students taking a Modern Physics course. The log file of WebCT, a Web-based instructional package, provided measures of Web use behavior whereas exam scores constitute measures of learning outcome. A baseline survey provided four sets of variables for control purpose. Multiple regression analyses revealed strong evidence that use of relevant World Wide Web (Web) content does improve learning significantly. Equally interesting was the finding that surfing of irrelevant content on the Web actually impedes learning. Implications for the design and implementation of WBI are discussed.
Thomas Fox McManus
Department of Educational Leadership
Saginaw Valley Sate University
7400 Bay Rd, University Center, MI 48710 USA
mcmanus@svsu.edu
This study attempted to determine what combination of nonlinearity and advance organizers worked best for learners with given levels of self-regulation. While the results of the study showed no significant main effects or interactions, there were two near significant interactions: between nonlinearity and self-regulated learning (p = 0.054), and between nonlinearity and advance organizers (p = 0.052). These results strongly suggest that highly self-regulating learners learn poorly in mostly linear web-based hypermedia learning environments, where they have very few choices, while medium self-regulating learners learn poorly in highly nonlinear environments where they are given too many choices. The results also strongly suggest that advance organizers are more effective in highly nonlinear web-based hypermedia learning environments than in mostly linear environments. While not conclusive, the results of this study support further research.