Development of an e-learning module and comparison of web-based instruction with face-to-face instruction

Instructional Design and E-Training

Handbook of Research on Virtual Workplaces and the New Nature of Business Practices ◽

10.4018/978-1-59904-893-2.ch017 ◽

2011 ◽

pp. 223-240

Author(s):

Julia D. Sweeny

Keyword(s):

Instructional Design ◽

Instructional Strategies ◽

Online Training ◽

Future Trends ◽

Online Instructors ◽

Web Based ◽

Face To Face ◽

Face To Face Instruction ◽

Primary Focus ◽

Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

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Teaching Statistics and Operations Research Online

Cases on Successful E-Learning Practices in the Developed and Developing World ◽

10.4018/978-1-60566-942-7.ch020 ◽

2010 ◽

pp. 298-311 ◽

Cited By ~ 1

Author(s):

A. Juan ◽

J. Faulin ◽

P. Fonseca ◽

C. Steegmann ◽

L. Pla ◽

...

Keyword(s):

Operations Research ◽

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Web Based ◽

Face To Face ◽

Face To Face Instruction ◽

Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

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Exploring The Factors Influencing UPM English Language Faculty Members Adoption And Integration Of Web-Based Instruction (WBI)

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v6i6.1132 ◽

2009 ◽

Vol 6 (6) ◽

Cited By ~ 1

Author(s):

Sima Sayadian ◽

Jayakaran Mukundan ◽

Roselan Baki

Keyword(s):

English Language ◽

Short Form ◽

Ease Of Use ◽

Relative Advantage ◽

Web Based ◽

Factors Influencing ◽

Web Based Instruction ◽

E Learning ◽

Based Instruction ◽

University Lecturers

Technology, if integrated effectively, has been found to influence students’ academic performance, develop their higher order thinking and problem solving, improve their motivation, attitude, and interest in learning, and help them prepare for the workforce as well as address the needs of low performing, at-risk, and learning impaired students (Center for Applied Research in Educational Technology, 2005). This paper reports the findings of the study trying to investigate the application and integration of web based instruction by University Putra Malaysia (UPM) lecturers in Serdang , Malaysia. A questionnaire which included the items from the short form of the Moore and Benbasat (1991) instrument as well as some demographic questions was administered to UPM lecturers in Malaysia. Data collected through the survey questionnaire was used to examine the factors influencing the University Putra Malaysia (UPM) lecturers’ perception about application and integration of web based instruction. Our analysis of the data suggests that the innovation adoption variables of relative advantage, compatibility, visibility, ease of use, results demonstrability, and trialability should be considered by university lecturers seeking to increase the rate of adoption of e-Learning within their organisation.

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Cross-cultural challenges in web-based instruction

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2010.02.032 ◽

2010 ◽

pp. 448-465

Keyword(s):

Culturally Diverse ◽

Cross Cultural ◽

Cultural Dimensions ◽

Student Needs ◽

Web Based ◽

Cultural Challenges ◽

Web Based Instruction ◽

E Learning ◽

Based Instruction ◽

Technology Perceptions

Web Based Instruction (WBI) possesses great potential for delivering e-learning solutions into Lower Economically Disadvantaged Countries (LEDCs) and organizations with virtual networks of employees spread across the globe. However, these e-learning solutions are not without cross-cultural challenges. In order to adequately utilize these resources, it is imperative that developers and organizations understand how to address differences in norms, preferences and values of culturally diverse individuals when designing WBI. When instruction does not effectively address student needs, users can be distracted, or even discouraged, from completing instruction and quite possibly reject the technology through which the instruction is delivered. The purpose of this paper is to present an examination of cross cultural challenges in implementing WBI, through a discussion of Hofstede’s (1980) cultural dimensions, cultural technology perceptions, language barriers and user needs. The paper concludes with a discussion the implications of WBI and future trends in WBI design.

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