Effects of Structure and Interactivity on Internet-Based Instruction.
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| Title: | Effects of Structure and Interactivity on Internet-Based Instruction. |
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| Language: | English |
| Authors: | Bills, Conrad G. |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Behavioral Objectives, Computer Assisted Instruction, Educational Media, Educational Strategies, Higher Education, Instructional Design, Internet, Learning, Online Systems, Outcomes of Education, Program Effectiveness, Training, Undergraduate Students |
| Geographic Terms: | U.S.; Ohio |
| Abstract: | A study investigated the effects of structure and interactivity on the achievement of students receiving Internet-based instruction. Structure was defined as the instructional strategy that provides the framework for the learning activity, giving the learner an advanced organizer. Interactivity was defined as the instructional strategy that provides the student the means of being actively involved in the learning activity. Participants were registered in 12 sections of Principles of Educational Media at Kent State University. They followed one of four instructional interventions incorporated within the course syllabus during the Instructional Design Module. Lessons covered use of the Internet/Web, introduction to instructional design, and writing objectives. In using Internet-based instruction, Designer's Edge provided the framework for learning the concept of writing objectives. Information Mapping of Web pages involved the participant in active learning with feedback on writing objectives. Two types of dependent measures were used: an achievement test for use as pretest/posttest and an attitude survey. Multivariate and univariate analyses of covariance were used to answer research questions. Findings confirmed that good design of Internet-based instruction improved student achievement of learning outcomes. The effects of structure were also significant. Recommendations for further research were made. (Contains 43 references.) (YLB) |
| Notes: | Paper presented at the Interservice/Industry Training, Simulation, and Education Conference (Orlando, FL, December 1-4, 1997). |
| Journal Code: | RIEJUL1998 |
| Entry Date: | 1998 |
| Accession Number: | ED416317 |
| Database: | ERIC |
| Abstract: | A study investigated the effects of structure and interactivity on the achievement of students receiving Internet-based instruction. Structure was defined as the instructional strategy that provides the framework for the learning activity, giving the learner an advanced organizer. Interactivity was defined as the instructional strategy that provides the student the means of being actively involved in the learning activity. Participants were registered in 12 sections of Principles of Educational Media at Kent State University. They followed one of four instructional interventions incorporated within the course syllabus during the Instructional Design Module. Lessons covered use of the Internet/Web, introduction to instructional design, and writing objectives. In using Internet-based instruction, Designer's Edge provided the framework for learning the concept of writing objectives. Information Mapping of Web pages involved the participant in active learning with feedback on writing objectives. Two types of dependent measures were used: an achievement test for use as pretest/posttest and an attitude survey. Multivariate and univariate analyses of covariance were used to answer research questions. Findings confirmed that good design of Internet-based instruction improved student achievement of learning outcomes. The effects of structure were also significant. Recommendations for further research were made. (Contains 43 references.) (YLB) |
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