Web-Based Instruction: A Paradox And An Enigma Of Instructional Paradigms, Pedagogy And Design Principles

摘要

If we look at the delivery of information and learning via web-based instructional systems we find some similarities to traditional learning, however we find more differences than similarities. We find that many web-based instructional systems do indeed make use of stimulants such as movies, sounds, and graphics. We also find that the best web-based instructional sites provide a reference library of sorts, to assist the student in their understanding of the material elements of the particular course. These reference libraries are usually hyper links to other educational or related web sites, which the student can use as a resource to further enhance their understanding of the materials. Some hyperlinks use video and animation to gain and hold the attention of the student, while others are merely "page turner" type of information sites. But what of the interaction that takes place in the traditional classroom? What becomes of the theoretical arguments that an experienced educator would foster, stimulate, and encourage among the students and/or the educator? What becomes of the personality, fervor, and strength of conviction that normally results as a benefit of these stimuli? What becomes of the vocal intonations, inflections, and the facial expressions exhibited by the student? Are these qualities lost in web-based instruction? Can a chat session accomplish and achieve the finer points of theoretical argument without having the face-to-face stimulants and reactions that are readily apparent in a traditional classroom? This paper will present the argument that on the basis of initial statistical information that in some cases web-based instruction is not succeeding, and in fact experiences substantially higher attrition rates than traditional class room instruction, with all other variables being equal.