Designing and Developing Effective Interactive Web Environments for Teaching and Learning

摘要

Universities throughout the world are rushing to embrace alternative delivery methods, particularly those that utilise the versatility and power of the World Wide Web, in response to the globalisation of education. Flexible modes of delivery such as the web can provide an effective means of addressing the problems of increasing student demands, decreasing funds, rapid technological change and the need to establish a presence in the international market place In recent times numerous tertiary institutions have experimented with the use of online delivery with the purpose in mind of extending access to educational experiences to a wider audience. In many cases, the results have been less than satisfactory and have fallen short of student expectations for a number of reasons. The problem is exacerbated by a number of factors including time and funding restraints; and the often unjustified self perception of expertise in the field and the mistaken belief by many that, putting a course on-line involves little more than providing the content of the course as a web based document. By default, it is often academics that take on the roles of designer, developer and presenter without the necessary skills base. Whilst the acceptance of these roles has been supported by the proliferation of 'easy to use' course building software packages currently referred to by many as 'cookie cutters', the resulting problems often negate the worth of the course package. The authors contend that the most successful methodology is one that is firmly grounded in a 'team approach'. This paper has three main foci. Firstly it provides a brief background to on-line delivery. Secondly it addresses the current situation with regard to 'self developed online courses' and suggests an approach, which may overcome the associated pitfalls. Considerations critical to the production of effective on-line courses are also outlined. Finally, it provides some practical suggestions, and outlines some issues, and concerns stemming from the experiences of both the authors of this paper and other 'practitioners in the field', which impinge on the design of on-line courses.