Web-Based Instruction
RUNNING HEAD: WEB-BASED INSTRUCTION IN AMERICAN SCHOOLS
Web-Based Instruction in American Schools
Copper Team:
Randolph Allen
Kelly Anaya
Eleanor Babcock
Barbara B. Bittner
Leticia Alonzo-Robles
6/22/2009
1
Annotated Bibliography
Barbour, M. (2008, Winter2009). Secondary students’ perceptions of web-based learning.
Quarterly Review of Distance Education, 9(4), 357-371. Retrieved May 18, 2009, from
Professional Development Collection Database.
After completing online courses secondary students participated in a satisfaction survey.
The students in this study were all from rural schools that could not provide the course
work required in any form other than through distance learning. The students reported
that they were generally satisfied with the asynchronous discussion forum and the virtual
classroom experience. The students reported that the most important factors influencing
student success were the motivation of the student, time organization of the student, wellorganized content, and clear objectives. This article is important to the project because it
provides background information describing the use of, and reactions to, distance
learning with a secondary school population.
Bauer, W. (2001). Enriching the traditional music classroom through Internet based technology.
The Technology Source, Retrieved May 20, 2009, from
http://ts.mivu.org/default.asp?show=article&id=1034
In recent years, there has been an increase in people taking classes, or receiving degrees
online. With technology changing the way that people communicate, it has become easier
to communicate with people all of the country and around the world. One problem that
the author of the article noticed was a motivation problem. Not all students were doing
the assigned reading, and therefore, the class did not have meaningful discussions in the
online classroom. There are many resources available for music education on the Web. If
it is all put together in an organized manner, students could have a successful learning
experience online.
ChanLin, L. (2009). Applying motivational analysis in a web-based course. Innovations in
Education & Teaching International, 46(1), 91-103. Retrieved
May 18, 2009, doi: 10.1080/14703290802646123
This article looks at the factors influencing student motivation in the online learning
environment. The authors point to several studies that indicate that motivation is an
important factor in student success. Some studies referenced espouse the idea that
teachers have little influence on student motivation in the online learning model. The
authors however make a case for capitalizing on students’ intrinsic motivation by
designing extrinsic motivational components into the lessons prepared for online
delivery. The lessons presented to the students through the online environment integrated
strategies of attention, relevance, confidence and satisfaction strategies; then the students
were surveyed to measure their level of satisfaction with the learning experience.
This article is important to the project because it contains specific information of what
types of devices are successful and necessary when designing online learning course
work.
Cole, J., & Hilliard, V. (2006, June). The Effects Of Web-Based Reading Curriculum On
Children's Reading Performance and Motivation. Journal of Educational Computing
Research, 34(4), 353-380. Retrieved May 19, 2009, from Education Research Complete
Database.
The study investigated the benefits of a web-based reading program on struggling
reader’s performance and motivation. The program consists of lessons incorporating a
teaching portion, instructional songs and, digitized video followed by practice sessions
and games. Students typically spend between 30 and 60 minutes each day completing a
series of two to five lessons depending on their skill and their current game level. The
music, experiences in stories, animated characters and, words of praise reflect the
everyday experiences of many of the ethnic minority students involved in the program.
Analysis of the study shows significant gains in students using this web-based
multimedia reading program over those students taught in the more usual manner.
Deverich, R. K. (2006). Distance learning strategies for strings. Retrieved May 23, 2009, from
www.violinonline.com Web site:
http://www.violinonline.com/distancelearningstrategies.htm
This article talks about the need for distance education to be available to students learning
stringed instruments. Many students would like to do more when learning to play an
instrument, however due to time involved, and the distance that some students would
have to travel; there are not that many options available for them. The author describes
ways that students have been educated to play string instruments in the past, including
over the radio in the 1940s. The author talks about the framework that would be
necessary in order to set up a successful distance string education program.
This article will be helpful to the project because it shows that instrumental instruction
can be provided to students, even if there are distance and time limitations.
Dwyers, Dan, Kathy Barbieri, and Helen M. Doerr. (1995)."Third International World-Wide
Web Conference." Fraunhofer IGD - Welcome. 16 June 2009
http://www.igd.fhg.de/www/www95/.
This article discusses the benefits of using the World Wide Web within classroom
settings. It explains how new opportunities have opened up for student to be involved in
distance education and give details how creating a virtual classroom brings together a
community of learners across the world. The authors talk about the efforts of The
Cornell Theory Center to integrate electronic educational materials and various
collaborative tools to enhance the training of computational scientists and researchers. It
discusses how similar connections in the educational fields are utilized, also. This article
gives great information pertaining to the benefits of distant learning and other Webbased instructions.
"Historical Atlas of Canada ." Historical Atlas of Canada Online Project. 1 Jan. 1998. 20 June
2009, from www.historicalatlas.ca/website/hacolp/contents.htm.
This website provides a great online project related to the study of Canada. The Historical
Atlas of Canada project uses interactive maps, text, and other graphics to explore a
variety of themes in the history of Canada. Designed as a website, this project helps to
make data, maps and historical content, which originally designed for the Atlas,
available to a larger audience via the Internet. The website allows users to zoom in and
out of locations and displays, turn on and off map layers, access map tables and data. It
also uses thematic mapping to discuss and describe events, issues, or patterns in
Canada's development. This website is included in the paper because of its online
versatility, and connection to American curriculums.
Hu, S., & Chen, I. (2008). The service-oriented approach for conducting web-based instructional
processes—advantages and challenges. British Journal of Educational Technology,
39(5), 944-947. Retrieved May 18, 2009, doi:10.1111/j.1467-8535.2008.00866.x.
The authors propose the format of design of most web-based products needs to change
from a pre-packaged, top down approach they call monolithic, to a decentralized
interactive approach they have termed service-oriented. In the service oriented approach
courses that use the same resources would tap into an access port that would deliver the
most current information available to all the participants. Using the authors’ scheme,
elimination of provider duplication of textual materials occurs, while facilitation updating
of materials to the most current information available. The authors have not created any
courseware that uses their design platform; however, they present a reason for radically
changing the existing paradigm in favor of a less centralized format. This article provides
a design flow chart framework to build a web-based lesson.
Kuzmich, J. (2008). The future of music technology: Web-based software. School Band and
Orchestra, Retrieved May 20, 2009, from
http://www.sbomagazine.com/ME2/dirmod.asp?sid=38E3A63FB1744A5DA5C0927E8F
CAC262&nm=Archives&type=Publishing&mod=Publications%3A%3AArticle&mid=8
F3A7027421841978F18BE895F87F791&tier=4&id=EF12141F736041C6B6B19A1F55
7A385A
This article talks about how even though there have been many advancements in
technology in music education, it has yet to reach many of the music classrooms. Music
teachers still value what little rehearsal time there is available to their ensembles,
however, the author gives examples of different multimedia programs that are available
for the music classroom. There are a number of programs available, and many of them
with free downloadable demos for use at home and in the classroom. Technology cannot
always replace musical instruction, but it can be used to enhance the field of music
education at all grade levels.
"Learning History with Multimedia Materials." Center for Implementing Technology in
Education (CITEd). 21 June 2009 http://www.cited.org/index.aspx?page_id=145.
This article talks about the recent research using inquiry-based learning techniques
infused into history instruction. It explains how this method facilitates student
achievement of specific skills such as evaluating, analyzing, and synthesizing historical
evidence in comparison to text-based approaches. The articles explains that using
inquiry-based approaches along with the history curriculum, it allows for students to
become active learners and experience being historians by engaging in the use of multimedia tools along with primary and secondary resources such
as exploring archival and current newspaper articles, paintings, political cartoons, songs,
diary entries, depositions, speeches, and other sources. This article helps to support the
history section by supplying background information and resources.
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning.
Innovations in Education & Teaching International, 45(4), 411-419. Retrieved May 18,
2009, doi: 10.1080/14703290802377307
This article discusses a generic model for web-based learning. The technological,
pedagogical and social design of the lesson is address without regard to subject matter.
The population of the study group was pre-service teachers. The students and instructor
chose the topics, tasks, and learning activities through a process of negotiation. The
instructor acted as a facilitator; setting the tone, initiating discussions, proving feedback
and information about the topic and the system as well as keeping track of members and
encouraging participation. Both synchronous and asynchronous discussion forums were
setup as well as blog space and shared space for publication of student products. It was
conclude the authors’ model is consistent with the constructivist model of teaching and is
an appropriate g
uide for the design and evaluation of web-based learning environments.
This article explains how web-based learning fits into the constructivist model of
teaching and details the role of the facilitator/teacher in the online learning environment