From the ERIC database

Abstract: This study developed and formatively evaluated an instructional design theory to guide designers in selecting when and how to utilize interactions as instructional methods in a Web-based distance learning higher education environment. Research questions asked: What are the types and outcomes of interactions between participants in a Web-based learning environment? and When and how should these various interactions be designed into a Web-based learning environment? Phase one of the research methodology involved construction of the new instructional design theory. Procedures of phase one included: define the purpose of the theory; define the values of the theory; determine the specific domain, situation, or scope of the theory; identify an optimal participant interaction process on which to model the theory; determine goals/outcomes; develop methods, strategies and tactics; and determine conditions/situations. Phase two of the study involved formative research of the theory. Formative research was done by a review of the literature, expert evaluation, and through a field trial. Findings are discussed in terms of the following interactions: learner to self; learner to learner; learner to instructor; and learner to resources. The findings showed that the adult learners appreciated the variety of assignments and the sense of learner control provided by a balance between flexibility and structure of the course. The provision of instruction relevant to the prior experiences and knowledge of these adult learners also played a great role in fostering interactions. Given the appropriate guidance and support, the learners preferred to work in teams. When the experience was positive, it established a sense of community and enabled a deeper level of situated cognition. (Contains 26 references.) (AEF)

Title: An Instructional Design Theory for Interactions in Web-Based Learning Environments.
Author: Lee, Miyoung; Paulus, Trena
Note: In: Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology (24th, Atlanta, GA, November 8-12, 2001). Volumes 1-2; see IR 021 504.
Page Length: 9
Publication Year: 2001
Document Type: Research Report (143); Conference Paper (150)
Target Audience: Teachers and Practitioners
ERIC Identifier: ED470097
Clearinghouse Identifier: IR021535