Statement of the problem. Research studies (Cavanaugh, 1999; Childs, 1973; Davies & Mendenhall, 1998; U.S. Government, 1967) have confirmed that distance education is as effective as traditional classroom education. Furthermore, Instructional design models were found to play an important role in developing successful instruction (Kodali, 1998; Jiang, 1998; Martindale, 1999; Nasseh, 1996; Waite, 1999). However, limited research was found concerning specific instructional design models or approaches that have been adopted for WBI.; Methodology. A survey questionnaire was designed and administered to collect the necessary data. The survey was divided into four parts corresponding to the four categories of data to be collected, including demographic data about the survey participants, the current use of instructional design approaches for WBI, the current use of strategies and technologies for WBI, and a trend analysis of the appropriate model and essential elements of instructional design for WBI.; The information was gathered from practitioners, researchers, professors, and graduate students who were actively involved in the instructional design activities of WBI. The subjects of this study included the members of Association of Educational Communications and Technology (AECT), and subscribers of Distance Education Online Symposium (DEOS) (online: http://lists.psu.edu/archives/deos-l.html).; Conclusions. It was found that majority of the Web-Based Instruction was designed following existing instructional design models, although most people did not follow every element of the model(s) of their choice. The “Dick and Carey” model (1996) was found to be the most commonly used model. The most frequently followed elements included “determine delivery strategies,” “analyze learning task,” “analyze learning contexts,” “analyze learners,” and “write and produce instruction.” The least frequently followed element was “write test items.”; Email was the most utilized medium for learner interaction, whereas only a small portion of the population implemented technologies such as streaming video. About half of the population believed that the existing ID models were not appropriate for designing and developing Web-Based Instruction.
展开▼
机译：问题的陈述。研究研究（Cavanaugh，1999； Childs，1973； Davies＆Mendenhall，1998；美国政府，1967）证实了远程教育与传统课堂教育一样有效。此外，教学设计模型被发现在开发成功的教学中起着重要的作用（Kodali，1998； Jiang，1998； Martindale，1999； Nasseh，1996； Waite，1999）。但是，关于WBI已采用的特定教学设计模型或方法的研究很少。 方法。设计了调查问卷并进行了管理，以收集必要的数据。该调查分为四个部分，分别对应于要收集的四类数据，包括有关调查参与者的人口统计数据，WBI的教学设计方法的当前使用，WBI的策略和技术的当前使用以及趋势分析。 WBI教学设计的适当模型和基本要素；这些信息是从积极参与WBI教学设计活动的从业者，研究人员，教授和研究生那里收集的。这项研究的主题包括教育通讯与技术协会（AECT）的成员以及远程教育在线研讨会（DEOS）的订户（在线：http：//lists.psu.edu/archives/deos-l.html） 。; 结论。人们发现，大多数基于Web的教学都是按照现有的教学设计模型设计的，尽管大多数人并未遵循他们选择的模型的每个要素。发现“ Dick and Carey”模型（1996年）是最常用的模型。遵循最频繁的元素包括“确定交付策略”，“分析学习任务”，“分析学习环境”，“分析学习者”和“编写并产生指导”。最少被关注的元素是“编写测试项目”。电子邮件是用于学习者互动的最有效的媒介，而只有一小部分人采用了流视频等技术。大约一半的人认为，现有的ID模型不适用于设计和开发基于Web的指令。
展开▼
