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A Framework for Web-Based Learning
Badrul H. Khan
Introduction
Advances in information technology, coupled with the changes in society, are
creating new paradigms for education and training. (what are these new
paradigms?) These massive changes have tremendous impact on our
educational and training systems. Learners, from the perspective of this
(these?)educational and training paradigm, require rich learning
environments supported by well-designed resources (Reigeluth & Khan,
1994). To stay viable in this global competitive market, providers of
education and training must develop efficient and effective advanced
distributed learning (ADL) systems to meet the society’s needs. Therefore,
there is a tremendous demand for affordable, efficient, easily accessible,
open, flexible, well-designed, learner-centered, distributed and facilitated
learning environments. Universities, corporations, and government agencies
worldwide are beginning to offer courses on the Web. At all levels of these
institutions, students and employees are being encouraged to take Webbased courses. (are you equating educational and training systems with
Web-based courses? If so then you should make that clear because there
are other types of online learning environments that are not just courses or
what is generally implied by the term Web-based courses).
Distributed Learning Environment
Distributed learning environment is open and flexible with respect to time
and/or place. (if you look at Chris Dede's recent articles and also at some
chapters of Brent Wilson's edited book on Designing Constructivist learning
environments you will see that the term 'distributed learning' has other
definitions in the literature). Its design and format are fundamentally
different than traditional classroom instruction. Traditional classrooms are
space bound. Traditional instruction treats learning pretty much as a closed
system, taking place within the confines of a given classroom, school,
textbook, field trip, etc. (Kearsley, personal communication, 2000)
(Chambers has a good definition of traditional learning environments, shcek
my chapter for your book). But, distributed (e.g., WBI, WBT) learning takes
place in an open system. (Hannafin et al also define open-ended learning
environments, this might be relevant here) Distributed learning is a flexible
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form of education because it creates options for learners in terms of where
and when they can learn (Connick, 1998). It extends the boundaries of
learning, so that learning can occur in the classrooms, from home and in the
work place (Relan & Gillani, 1997). Distributed learning environment fosters
a learner-centered approach which allows learners to become actively
involved in their learning processes. (again check Hannafin and others for
interpretation of distributed learning that supports your point here).
“While having an open system has its appeal, it can make designing for it
extremely difficult, because in an open system, the designer agrees to give
up a certain amount of control to the user” (Jones & Farquhar, 1997).
Designing and delivering instruction and training on the Web requires
thoughtful analysis and investigation, combined with an understanding of
both the Web’s attributes and resources (Khan, 1997c) and the ways in
which instructional design principles can be applied to tap the Web's
potential (Ritchie & Hoffman, 1997, cited in Khan, 1997b). We need a
comprehensive framework that can provide guidance in planning, designing,
developing, implementing, and evaluating instructional and training
materials.
A Framework for Distributed Learning
A leading theorist of educational systems, B.H. Banathy (1991), makes a
strong case for learning-focused educational and training systems where
"the learner is the key entity and occupies the nucleus of the systems
complex of education” (p. 96). For him (who?), “when learning is in focus,
arrangements are made in the environment of the learner that communicate
the learning task, and learning resources are made available to learners so
that they can explore and master learning tasks” (p. 101). A distributed
learning environment that can effectively support learning-on-demand must
be designed by placing the learners at the center. In support of learnercentered distance learning (first time you mention distance learning …
perhaps you should mention it in the intro as well) approach, Moore (1998)
states:
Our aim as faculty should be to focus our attention on making courses
and other learning experiences that will best empower our students to
learn, to learn fully, effectively, efficiently, and with rewarding
satisfaction. It is the responsibility of our profession to study ways of
maximizing the potential of our environments to support their learning
and to minimize those elements in their environments that may impede
it. (p. 4).
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With the Internet's rapid growth, the Web has become a powerful, global,
interactive, dynamic, economic and democratic medium of learning and
teaching at a distance (Khan, 1997a). The Web provides an opportunity to
develop learning-on-demand and learner-centered instruction and training.
After reflecting on the factors that must be weighed in creating effective
distributed learning environments, I developed a Framework for Web-based
Learning (also known as a Framework for Advanced Distributed Learning or
Online Learning) (Khan, 1997c). The seeds for the WBL framework (see Fig.
1) began germinating with the question “What does it take to provide
meaningful flexible learning environments for learners worldwide?”
Numerous factors help to create a meaningful learning environment, and
many of these factors are systemically interrelated and interdependent. A
systemic understanding of these factors can help designers create
meaningful distributed learning environments. I clustered these factors into
eight dimensions: pedagogical, technological, interface design, online
support, management, resource support, ethical, and institutional. Each
dimension has several subdimensions, each consisting of items focused on a
specific aspect of a Web-based learning (WBL) environment (Dabbagh,
Bannan-Ritland & Silc, 2000). With so many items1 within each
subdimension, this chapter can examine only few of those that are most
critical to planning, designing, developing, implementing, and evaluating a
WBL environment.
Perhaps here you should add a sentence or two stating that the items for the
subdimensions of the framework are stated as questions that designers can
ask themselves when designing or planning for a WBL system … maybe also
something that suggests that these are intended as guidelines …
Please note that I am currently working on a new book focusing on online learning
strategies (BooksToRead.com/OL) which will include numerous factors relevant to WBL.
Also, my forthcoming edited book entitled "Web-Based Learning" (BooksToRead.com/WBL)
will include case studies, design models, strategies, critical issues related to one or more
dimensions of the WBL framework.
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Figure 1: Web-Based Learning Framework
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1. Pedagogical
The pedagogical dimension of Web-based learning refers to teaching and
learning (practices? Events? Processes? I feel an ending word is needed
here). This dimension addresses issues concerning content, goals/objectives,
design approach, organization, methods and strategies, medium and
evaluation of Web-based learning environments.
1.1 Content
The content has to do with a course's subject matter. This section addresses
both the type and accuracy of the course content.
What type of domain of knowledge does the course deal with? (Note:
Type of domain of knowledge will be useful in selecting the design
approach for Web-based learning activities which is discussed in section
1.3 Design Approach.)
 well-defined domain of knowledge
 ill-defined domain of knowledge
 combination
(perhaps you should define what you mean by well-defined and ill-defined,
Duffy & Jonassen's book on Constructivism and the technology of instruction
has the original definition of these constructs)
1.2 Goals/Objectives
For meaningful Web-based learning environments, it is important for
learners to have clear goals/objectives, and ways to achieve them. This
section reviews the presence and clarity of those goals and objectives.
Does the course provide clear instructional goals (or are clear learning
outcomes specified)?
If appropriate, are objectives for each section of the course clearly
specified?
1.3 Design Approach
The pedagogical philosophy used in the overall design of the course shapes
the learning environment. The instructivist philosophy espouses an
objectivist epistemology, whereas the constructivist approach emphasizes
the primacy of the learners' intentions, experiences, and cognitive strategies
(Reeves and Reeves, 1997). The selected design approach for Web-based
learning activities are dependent on the type of domain of knowledge (i.e.,
well-defined and ill-defined) of the course content.
What is the instructor's role?
 more toward facilitative than didactic
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

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more toward didactic than facilitative
a combination of both
Not sure (I don't see the need for this option as it implies that there
is a questionnaire that someone is responding to … so what
happens if someone is not sure??)
If the course design allows for the instructor to serve as facilitator,
how/where does facilitation occur? (Note: Student-centered learning
activities allow students to become independent distance learners where
learning is supported and facilitated.) Facilitation can occur in any or all of
the following Internet components?)
 e-mail
 mailing list
 online discussion forum
 audio conference
 video conference
1.4 Methods and Strategies
Instructional methods/approaches and strategies can be used in WBL to
facilitate learning or help students achieve their learning goals and
objectives. The methods used in a Web-based course will be based in part
on the philosophical approach of the course. A variety of instructional
activities can be incorporated into Web-based instruction (WBI) and Webbased training (WBT) to facilitate learning, and the technical and structural
attributes of the Web can be used to support these activities.
In this section, I discuss various instructional methods in terms of their
usefulness in Web-based learning activities. I also look at the Web
technologies that can support these activities. The instructional methods and
strategies included here are applicable to WBL, however their use may
depend on the types of learning domains (well-defined or ill-defined) and
goal/objectives of the course and philosophical orientation of the designers.
Presentation relates to techniques for presenting facts, concepts, procedures
and principles. A Web-based presentation can be done using only one or
combination of several online delivery modes such as text, slideshows, audio
clips, video clips, and video-conferencing. Supplemental (offline) materials
such as print, audio, videotapes, etc. can be mailed to learners.
Demonstration is an approach of showing how something works.
Demonstration approach can be used in Web-based learning in areas such as
teaching procedures and equipment operation, illustrating principles,
demonstrating interpersonal skills, etc. ( ).
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Drill and Practice is a learning activity that helps learners master basic skills
or memorize facts through repetitive practice. It is most commonly used in
teaching math facts, foreign languages, vocabulary (Heinich, Molenda &
Russell, 1993), reading comprehension, basic science, middle-school history
and geography (Newby, Stepich, Lehman & Russell, 1996), . A Web-based
drill-and-practice program can provide immediate feedback to learners’
responses to various problems presented to them. Html, javascript and
other programming languages can be used to create Web-based drill and
practice. (proton.csudh.edu/lecture_help/density.html).
Tutorials use presentation-response-feedback format. Web-based tutorials
can be designed by presenting content, posing questions or problems after
each content block is displayed, asking learners to respond, and finally
providing appropriate feedback. Web-based programming tutorials can be
found at (eng.uc.edu/~jtilley/tutorial.html).
Games are highly motivational instructional approaches that can be used in
Web-based courses to help learners improve various skills such as decisionmaking, problem-solving, interpersonal, leadership, teamwork, . (Newby,
Russel, Stepich & Lehman, 1996). In a game, learners follow prescribed
rules to attain a challenging goal. Thiagarajan (2000) describes how e-mail,
chat-room, and listservs can be used in Web-based games. Internet Story is
an example of truly interactivity training games (webring.org/cgibin/webring?ring=ibook&list).
Simulations are artificial recreations of real-life situations (Gordon, 1994;
Newby, et al., 1996). In a simulated environment, learners can practice and
make realistic decisions and explore the consequences of their decisions.
Web-based courses can use simulations to improve learners’ cognitive,
affective, decision-making and interpersonal skills. Pappo (2000) examines
various aspects of design consideration of Web-based simulations
(home1.gte.net/simres).
Role-playing can be used to represent real situations that provide learners
the opportunity to practice situations they face in the real world (Rothwell &
Kazanas, 1992). Learners can imagine that they are other people in different
situations, then make decisions as situations change (Heinich, Molenda &
Russell, 1993). Role-playng allows learners to learn social skills such as
communication, interpersonal skills, etc. In Web-based learning, simulated
role portrayal can be facilitated through Multi-User Dialogue (MUD)
environments where instructors create a multi-user space with a central
theme, characters and artifacts (Bannan & Milheim, 1997). Examples of a
role-play created by interactive multimedia at
(macromedia.com/learning/examples/online_examples/training).
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Discussion allows learners to share information, ideas, and feelings among
themselves and their instructors. They can establish communication on the
basis of shared interest, not merely shared geography (Harasim, 1993).
Web-based discussions can be divided into two categories: asynchronous
(time independent communication) and synchronous (real time
communication). In a Web-based course, learners can be engaged in
asynchronous discussions in three different formats: moderated discussion
forums, unmoderated discussion forums, subject-related outside professional
discussion forums. Asynchronous text communications tools are e-mail,
mailing lists, newsgroups, . Synchronous discussions can range from textbased to audio-video conferencing. Synchronous communications tools
include messaging tools, and audio- and videoconferencing tools.
Interaction in Web-based learning is one of the most important instructional
activities. Engagement theory based on online learning emphasizes that
students must be meaningfully engaged in learning activities through
interaction with others and worthwhile tasks (Kearsley & Shneiderman,
1999). Students can interact with each other, with instructors, and with
online resources. Instructors and experts may act as facilitators. They can
provide support, feedback, and guidance via synchronous tools (e.g., e-mail
and mailing lists) and asynchronous communications tools (e.g.,
conferencing and messaging tools). Asynchronous communication allows for
time-independent interaction whereas synchronous communication tools
allows for live interaction (Khan, 1997a).
Depending on pedagogical philosophy of the course design, both
asynchronous and synchronous communication methods can be employed.
However, course designers should consider the advantage and
disadvantages of both (see Berge, Collins & Fitzsimmons, 2000; Hannum,
2000). Instructors should develop skills on how to promote online
discussion, devise learning activities that work at a distance, and encourage
interaction among the participants (Romiszowski & Chang, 2000). For both
asynchronous and synchronous discussions, the instructor or moderator
should enforce rules and decorum of discussion forums, and let students
engage in vigorous (?) discussion on their own.
Modeling is an instructional method in which learners improve their skills by
observing a role model. Various modeled performances can be used for
Web-based learning activities. They can range from modeling behavior in
electronic communication environments to providing samples of relevant
coursework. In a Web-based course, posting of sample interactions,
assignments, and projects on the Web can provide the necessary modeling
for expectations of course requirements (Bannan & Milheim, 1997).
Facilitation gives mentors a chance to guide students, direct discussion,
suggest possible resources, field questions, . (Bannan & Milheim, 1997). In a
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Web-based course, facilitation can be provided using various tools such as email, mailing lists, discussion forums, and conferencing tools.
Collaboration allows learners to work and learn together to accomplish a
common learning goal. In a collaborative environment, learners develop
social, communication, critical thinking, leadership, negotiation,
interpersonal and cooperative skills by experiencing multiple perspectives of
members of collaborative groups on any problems or issues. Online learning
environments such as the Web offer extensive opportunities for collaborative
learning (Harasim, 1990). Two types of collaboration can be implemented on
the Web: inside collaboration and outside collaboration. Inside collaboration
provides a supportive environment for asking questions, clarifying directions,
suggesting or contributing resources and working on joint projects with class
members. Outside collaboration is a provision for utilizing external personnel
and resources (speakers, guest lecturers, Websites, .) to participate in
course activities (Bannan & Milheim, 1997). E-mail, listservs, conferencing
tools, etc. can be used to facilitate collaboration.
Apprenticeship offer learners the chance to observe, model, and interact
with mentors or experts for particular learning tasks. The conferencing and
collaboration technologies of the Web bring students into contact with
authentic learning and apprenticing situations (Bonk & Reynolds, 1997).
Case studies of either real or hypothetical situations can be used in a Webbased course to engage learners in the problem solving tasks in which they
can be asked to identify and solve problems. Cases can be based on the
actual situations that learners are likely to encounter when they become
practitioners (Brown, Collins & Duguid, 1989). These cases should also be
aligned with the learning goal(s) of the course in order for learners to benefit
from such activities.
Generative development deals with assimilation, interaction, and synthesis
of information through the creation, organization or reorganization of specific
content. Web-based learning activities for generating content include the
development of original Web pages and the analysis of existing texts
(Bannan & Milheim, 1997). Through generative development process
learners make connections between what they already know and the new
information.
Motivation in Web-based learning environment is critical. WBL courses
should be designed to motivate students so that they can enjoy their
learning experience on the Web and complete their assignments on time.
Cornell & Martin (1997) advise course designers to pay attention to the
following: how to provide variety and stimulate curiosity, make the course
relevant and challenging, and provide positive outcomes. The WBL
environment should be designed to create a positive first impression, be
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readable, use graphics and pictures that are relevant and useful, provide
cues to the learners, and stimulate early interest so that students will be
more likely to complete course.
1.5 Organization
Web-based learning content should be organized with proper sequencing
strategies (ordering of content) to help learners achieve their objectives and
goals. In the presentation of content, Web-based courses should always
strive for clarity, style, readability and the usage of content relevant
graphics (e.g., icons, buttons, pictures, images, etc.) and multimedia
components (e.g., sound, audio, video, etc.). Grammar and effective usage
can contribute to clarity and style. To enhance readability, we should use
standard writing conventions such as grammar, capitalization, punctuation,
usage, spelling, paragraphing, etc. effectively. Writing style of the content
should be simple, clear and direct, and must be appropriate for reading level
of target audience.
Does the course provide clear directions of what learners should do at
every stage of the course?
Does the course provide a sense of continuity for the learners (i.e.,
each unit of the lesson builds on the previous unit)?
1.6 Instructional Medium
In Web-based learning, the Web is the medium through which the message
is communicated. The capabilities of the Web as a medium must be
examined to see how its attributes and resources can be used effectively to
facilitate learning (Khan, 1997a).
Does this course utilize a mixture of media to create a rich
environment for active learning?
Does the course exploit the flexibility of the hypertext/hypermedia
environment of the Web?
1.7 Evaluation
Online evaluation for WBL includes both assessment of learners and
evaluation of the instruction and learning environment (Khan, 1997a). A
variety of evaluation and assessment tools can be incorporated into a Webbased course. Individual testing, participation in group discussions,
questions and portfolio development can all be used to evaluate students’
progress. A Web-based course can have a facility that allows students to
submit instructor evaluations to the appropriate departments in an
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institution. Students can also submit comments about the design and
delivery of the course to the instructional designer.
Assessment of Learners
Assessment pertains to authenticity, reliability, formats (e.g., multiple
choice, case studies, etc.), test characteristics (e.g., adaptive and
randomized), . Assessment should be congruent with the pedagogical
approach of the course.. Assessment of learners at a distance can be a
challenge. Issues of cheating are a major concern (Wheeler, 1999). “Are
students actually doing the work?” (Hudspeth, 1997) and “How do we know
we are assessing fairly and accurately?” (Wheeler, 1999)--such questions
will always be of concern for online learning environment. Assessing
learners’ learning from their participation in online discussion can be very
difficult especially when some students “lurk.” Romiszowski and Chang
(2000) notes that a lurker may be benefiting just as much as the silent
students in class who learn from the comments and questions of other
students.
How is the learner's assessment on various parts of the course
administered? Check all that apply
 multiple choice
 true/false
 fill-in-the blanks
 essay questions
 papers
 projects
 assignments
 proctored tests
 portfolio development
 case studies
 lab report
 journal
 other
 not applicable
Does this course have a mechanism in which a learner can be truly
measured and not cheat?
Evaluation of Instruction and Learning Environment
The design of the course greatly influences the roles the instructors and
students play in Web-based learning environment. This section deals with
the performance of instructor and the review of learning environment (also
discussed in section 5.1 Maintenance of Learning Environment).
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Does the course have a system to accept students’ online evaluation of
the following?
 content
 instructor
 learning environment
 learning resources
 course design
 technical support
 other
Does the course use instant feedback button on most screens/pages in
order to receive learners’ feedback for improvement of the course?
2. Technological
The technological dimension examines issues related to technology
infrastructure related to Web-based learning environments. The WBL
Infrastructure includes technology planning, guidelines, computer hardware
and related technologies, software, operating system, Internet connection,
and Internet services for instructors and learners.
2.1. Technology Planning
Technology planning for WBL may include standards, policies, and guidelines
related to hardware, software and other relevant technologies.
Does the course have personnel who can assist learners to set up for
starting the course?
Is the cost of required hardware, software and Internet service a
deterrent to taking this course?
2.2. Hardware
Hardware for Web-based learning may include computer, server, modem,
networking devices, printer, scanner, camera, storage devices (e.g., hard
drives, CD-ROM, etc) and other equipment.
Do students receive any guidance on how to set up hardware
equipment for desktop video conferencing (if needed for the course)?
Are the hardware requirements for the course clearly stated?
2.3 Software
Software for Web-based learning may include word processor, email
packages, presentation program, spreadsheet, database, authoring tools,
plug-ins, browsers, .
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Are the software requirements for the course clearly stated?
Do students receive any guidance on how to do the following?
 send email attachments
 install required software
 scan a picture
 print within Webpage frames
 create online presentation using presentation software
 other
3. Interface Design
Interface design refers to the overall look and feel of a Web-based training
program (Brandon, 1997). Interface design dimension encompasses page
and site design, navigation, and usability. User interface design is the
creation of a seamless integration of content and its organization, together
with the navigational and interactive controls that learners use to work with
the content (Jones and Farquhar, 1997). The design of a WBL interface is
very critical because it determines how learners interact with all the
information presented (Brown, 2000).
3.1 Page and Site Design
Page design relates to the physical appearance and clear functionality of the
screen. Web-based learning environments should be designed to
accommodate all learners, including people with disabilities, who encounter
barriers due to poorly designed WBL. Images and videos without text
alternatives are inaccessible to learners who are visually impaired for any
reason. Two design consequences are the creation of multimedia elements
only when they are essential and the creation of alternate text for all nontext elements so that they can be read aloud by software for synthesizing
speech. W3C’s new disability guidelines for Web design is a good reference
(w3.org/WAI/GL). Center for Applied Special Technology (cast.org/bobby)
provides a Web-based tool that analyzes web pages for their accessibility to
people with disabilities.
Do Web pages look good in a variety of Web browsers and devices--in
text-based browsers, all recent versions of Internet Explorer and
Netscape, and so on.
Does the course use a standard font type so that text appear same in
different computer platforms and browsers? (For example, Arial, Times
Roman, and Helvetica fonts appear same in different platforms.)
3.2 Navigation
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Navigation in a Web-based course should focus on how learners can move
through the site with ease and reasonable speed. Clarity and consistent use
of textual, graphic, and other organizational markers throughout the site can
contribute to the ease of use and speed (Simich-Dudgeon, 1998).
Does every page of the course have links back to the site's main page?
Does the course provide structural aids or site map to guide learner’s
navigation?
To avoid bandwidth bottlenecks, does the course ask students to
download large audio, video and graphic files to their hard drives
before the instructional events?
3.3 Usability Testing
Usability testing is a method of testing WBL to improve its interface design.
Reeves & Carter (2000) categorize usability testing as follows: efficiency
(i.e., cost and time saving), user satisfaction (i.e., ease of use, intuitiveness,
visual appeal, etc.), and effectiveness (i.e., user retention over time).
Guidelines for designing usable graphical user interfaces and Web pages can
be found at: useit.com.
4. Online Support
Both technological and human-based support throughout a Web-based a
course can help a course maintain momentum and become successful (Hill,
1997). This dimension deals with how a Web-based course can provide both
online instructional/counseling support and all-purpose technical
troubleshooting.
4.1 Instructional/Counseling Support
Individuals who are inexperienced as learners in distance education courses
may have a particularly high degree of anxiety at the beginning of the
course (Moore & Kearsley, 1996). Guidance on study skills, time
management and stress management are important components for WBL.
Students should receive guidance on how to organize for online learning.
Hart (2000) provides several tips on how to become effective learners in
distance education environments. Web-based learning method can be
stressful for some students. It would be very useful and beneficial for
students to receive some guidance on time and stress management, note
taking, reading and writing guides, test anxieties, health and wellness, etc.
Campbell (1999) provides guidance on how to overcome the personal
barriers to success in distance learning. Palloff & Pratt (1999) provide
guidance on time management. Learners should be advised on how they can
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divide their time into various course-related tasks such as assigned readings,
online discussions, individual/group projects, and other assignments.
Does the course provide toll free telephone numbers for online support
services? (Note: If toll free does not work for students outside the US
and Canada, any alternatives must be considered.)
It doesn't make sense just to put one question here and not include
that other ideas that you state in the paragraph above .. it seems out
of context after reading the paragraph … maybe it belongs below
under technical support …
4.2 Technical Support
Online technical support is one of the most important support services for
Web-based learning environments. Technical support services must be
available to help students log on, upload and download files, .
Does the course provide clear guidelines to the learners on what
support can and cannot be expected from a help line? (For example,
things the student is responsible for, and things that the student can
expect the help line to solve.)
5. Management
Management of WBL refers to the administration, maintenance, and
operation of Web-based learning environments. Management of WBL courses
involves various individuals who are responsible for doing specific tasks and
training. These individuals may include instructors, tutors, subject matter
experts, project managers, instructional designers, editors, interface
designers, course developers, graphic artists, media production specialists,
programmers, consultants, Webmaster, etc. A coordinated and cooperative
effort by these individuals will result in the effective management of a WBL
course. Issues in this dimension are clustered into two categories:
maintenance of learning environment and distribution of information.
5.1 Maintenance of Learning Environment
Maintenance of the learning environment covers staffing, budgeting,
management of course content and learning resources, mechanisms for
evaluation, and security measures, etc.
What content exists and what content must be created; of existing
content, what content requires permission?
Does the course acquire permission to use copyrighted information and
materials?
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Does the course provide students with designated and secure (e.g.,
password protected) online spaces to store their notes and resources?
Does the course have a system of keeping track of student
submissions, online quizzes, etc.?
5.2 Distribution of Information
Information distribution covers the delivery of both online and off-line Webbased learning materials including schedule, syllabus, announcements,
course relevant contact information, learning and testing materials, and
students’ grades from quizzes, assignments, exams, and projects. Students
can have? access to testing materials and their grades by entering their
password.
Does the course notify students about any changes in due dates or
other course relevant matters (e.g., server down) via following means?
 e-mail
 announcement page
 alert boxes
 running footer added to a page
 phone call
 mail
Does the course provide back-up materials or alternative
activities for students (i.e., what will students do) if any of the
following is either not operating properly or unavailable during a
scheduled lesson period?
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access to the courseware
discussion forum
chat room
e-mail and mailing list
books
online resources
library materials
study guide
instructor
tutor
technical support
other (specify) (again this is not relevant if these are guidelines)
6. Resource Support
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The resource support dimension of the WBL framework examines the online
and offline resources required to support learning. These resources include
original documents, public domain books, summaries of or discussions about
books in print, reference works (such as foreign-language dictionaries),
scholarly papers, new concepts, notification of both face-to-face and online
conferences, job information, etc.
6.1 Online Resources
Online resource can include multimedia archives, mailing lists and their
archives, newsgroups and their FAQs, dictionaries, Webliographies,
recommended reading lists (e.g., BooksToRead.com), databases, online
libraries, computer tutorials, experts online, electronic books, journals,
magazines, newsletters, newspapers, documents, etc. All online resources
should be limited to what learners need for specific tasks in the course.
Learners should be provided with some guidelines on how to assess the
quality and utility of information available online. All resources should be
relevant and essential. An overwhelming volume of information and
irrelevant resources may frustrate the learners.
Does the course provide examples of previous student's work on the
Web? If yes, select all that apply and circle whether searchable and
browsable:
 projects (searchable browsable)
 papers (searchable browsable)
 text dialogue from discussion forums (searchable browsable)
 text dialogue online conferencing exchanges (searchable
browsable)
Does the institution’s library have library resources online? If yes, do
students have access to its databases via Internet or other network?
6.2 Offline Resources
Offline resource can include books, journals, magazines, newsletters,
newspapers, documents, reference works, experts, etc. Institutions offering
Web-based courses to geographically dispersed remote learners should
provide suggestions or information about where to find library resources
since many cannot use the host institution’s library because of distance.
Also, the host institution should consider joining a consortium of libraries
worldwide so that their Web-based students can visit and loan books.
Does the host institution’s library have a system of getting books and
other materials for students via interlibrary loan?
Does the library fax documents to students?
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7. Ethical
Ethical consideration of Web-based learning relate to social and cultural
diversity, geographical diversity, learner diversity, information accessibility,
etiquette, and the laws relating to these issues.
7.1 Social and Cultural Diversity
As a result of recent advances in distributed learning technologies, Webbased courses can be accessible to anyone in any part of the world. It is
wonderful to be able to offer Web-based courses to global learners with
different social, cultural, economic, linguistic and religious backgrounds. In
designing Web-based learning environments, we should recognize the
diversity of culture and learning styles in order to enable diverse learners to
enhance their learning (Sanchez & Gunawardena, 1998).
One of the most critical issues in WBL is cross-cultural communication.
Cross-cultural communication encounters problems when at least one of the
parties trying to exchange information is unaware of, or chooses to
disregard, a significant difference in expectations concerning the
relationships between communicators (Walls, 1993). Collis & Remmers
(1997) remind us that we must be alert to the fact that there are substantial
cross-cultural differences in interaction and communication beyond the
actual words being said. “In Bangladesh, we use the thumbs-up sign to
challenge people, but to other cultures, that means you did well” (Khan,
1999, PCWEEK interview). Designing courses on the Web for global learners
is a challenging task. Web-based course designers should try their best to be
sensitive to various cross-cultural communication issues. During the design
process they can ask individuals from various cultures to visit the course
Website and provide feedback. They can also post messages about crosscultural issues on mailing lists whose members might be willing to share
their experiences and point to appropriate resources. Several authors
provide guidance for cross-cultural issues related to Web-based education
(Collis & Remmers, 1997; Rice, et al., 2000).
To improve cross-cultural verbal communication and avoid
misunderstanding, does the course make an effort to reduce or avoid
the use of jargon, idioms, ambiguous or cute humor, and acronyms?
To improve visual communication, is the course sensitive to the use of
navigational icons or images? (For example, WBI that a pointing hand
icon to indicate direction would violate a cultural taboo in certain
African cultures by representing a dismembered body part (Reeves &
Reeves, 1997). Right arrow for the next page may mean previous
page for Arabic language speakers.
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7.2 Geographical Diversity
Web-based courses can be offered to students from various geographical
locations.In designing WBL, we should be sensitive to where students live.
The use of appropriate date and time conventions in a Web-based course
provides orientation for a widely distributed group of students. I recommend
the use of the full-text dating convention (e.g., March 1, 2000 instead of 0103-2000) and GMT, especially when arranging conference calls, online
conferences, and other collaborative activities.
Is the course offered to geographically diverse population? If yes, is the
course sensitive about students from different time-zones (e.g.
synchronous communications are scheduled at reasonable times for all
time zones represented)?
7.3 Learner Diversity
A Web-based learning system should be designed to accommodate the
needs of individuals with disabilities (you talk about learners with visual
disabilities above so perhaps in this dimension the focus is not on disabilities
but diversity in learning styles?, including senior citizens whose hearing is
impaired; in the US alone, it has been estimated that there are more than
30 million people with disabilities--inborn, acquired, and temporary. A Webbased course offered to global learners should consider using relevant
examples familiar to the audience.
Is the course designed to have patience for learners who adapt
individualized distributed learning environment slower than others?
(need to reformat the question … adapt to? ?
7.4 Information Accessibility
In an information society, information accessibility is a critical issue which
must be discussed in terms of the gap between the digital “haves” and “have
nots,”a gap expressed in the term “digital divide.” In designing Web-based
learning activities, digital divide issues should be considered to include the
learners who are affected by this division. Discussion of diverse issues
around the digital divide can be found at (DigitalDivideNetwork.org). In
designing WBL materials, designers need to respect differences in bandwidth
and make sure any multimedia elements are (1) essential to content and (2)
accompanied by text equivalents.
7.5 Etiquette
A Web-based learning environment should have the guidelines for etiquette
when students post messages on discussion forums and newsgroups.
Etiquette provides rules for maintaining civility in interactions and covers
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issues associated with considerate behavior. The etiquette promotes
mutually respectful behavior in an online learning community.
Does the course provide any guidance to learners on how to behave
and post messages in online discussions so that their postings do not
hurt others’ feelings]?
If a student fails to follow the etiquette of the course, how does
instructor work with students to promote compliance?"
7.6 Legal Issues
This section deals with legal matters such as privacy, plagiarism, and
copyright.
Privacy: In a typical Web-based course, there can be numerous text dialogs
generated from mailing lists or computer conferencing exchanges. These
exchanges may contain participants’ personal views and biases which they
may not want the outside world to know. Considering the openness of the
Web, it is not difficult for search engines to find these exchanges. Palloff &
Pratt (1999) suggest that participants must know that their communications
are not secure and that they must use good judgment in what? they share.
At the beginning of the course, students should be informed about the
openness of the Web and provide guidance on privacy. Even during the
online discussions, instructor/tutor/facilitator should remind students about
the privacy issues.
Plagiarism: Web-based courses should provide clear information regarding
plagiarism policies. With a search engine or specialized directory, any highschool student can find reliable content on any subject on the Web. Students
should be cautioned about using someone else’s paper. Tips for preventing
plagiarism can be found at (plagiarism.org).
Copyright. Instructors, tutors, facilitators, guest speakers, and students
should be knowledgeable about copyright issues pertaining to WBL and
obtain copyright permissions wherever appropriate. If an instructor decides
to make a journal article available to students on the Web, he or she should
get the permission from the journal. As far as the ownership of the course is
concerned, institutions should provide very clear guidelines on who owns the
course. What happens when the faculty who developed a course leaves the
institution; can he/she take the course with him/her? Likewise, does the
institution have complete freedom to package, license, and sell instructors'
work?
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Does the course get students’ permission to post any of the following on
the Web?
 Students’ photographs
 Students’ projects
8. INSTITUTIONAL
It is vital for institutions of higher education to have clear strategies for
online learning. These strategies must be supported by the institutions’
mission. Online learning initiatives require orchestration of personnel with
diverse skills sets (Belanger & Jordan, 2000). Political factors often have
significant impact upon the success of an online program (Berge, 2000).
Institutional funding and resources for maintaining and delivering online
courses are critical. Institutions offering Web-based courses should consider
online students as the consumers of education in a competitive market. In a
competitive online global education market, students as consumers would
compare quality, services, price and convenience of education providers.
They would ask more questions and demand far more services than local
campus-based students. Therefore, institutions should be ready to provide
high quality education with the best learning resources and support services.
The institutional dimension is concerned with issues of academic affairs and
student services related to Web-based learning.
8.1 Academic Affairs
Academic affairs encompass faculty and staff support, instructional affairs,
admissions, registration and payment (e-commerce), academic computing
services, graduation and alumni affairs, etc.
Faculty and Staff Support: Faculty and staff involved in Web-based courses
should receive proper training and resources to be effective in teaching and
supporting student’s learning. Price (1999) notes that faculty training
typically focuses on and technical matters such as using authoring software
rather than instructional design. He thinks this insufficient training leads to
the production of mediocre courses. Institutions should provide adequate
support, compensation, and incentives to teach Web-based courses. These
supports should also include financial resources for faculty to conduct
research, attend conferences and present papers in professional meetings.
Romiszowsky & Chang (2000) report that courses delivered by computermediated communication (CMC) almost always involve significantly more
instructor time than conventionally delivered courses. Institutions should
establish a system of rewarding faculty for undertaking such challenging
tasks (e.g., the development of a Web-based course equals to a publication
in a journal or magazine).
Instructional Affairs: Instructional aspects of Web-based leaning includes
information about instructor and tutor, instructional quality, advising, etc.
© Badrul H Khan
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22
Does the course provide information on faculty-to-student ratio?
Does the course provide the same sense of academic quality one
would expect in traditional courses?
Admissions, Registration, and Payment: Students interested in Web-based
courses are beginning to expect to be admitted, register, and pay for
courses online. Institutions offering Web-based courses should have a secure
and reliable system to accept students’ application and handle all financial
transactions. It seems that we are not far away from an automated
admission process. As the Internet and e-commerce technology continue to
improve, procedures for automated admission, registration, and online
financial transactions will become part of Web-based courses offerings.
Does the site provide any information regarding whether the course is
transferable to other accredited institutions?
Is the course offered at a lower fee than on-campus courses? (Note: It
is not uncommon for students to expect lower fees for online courses
as they do not use physical classroom spaces.
Would student information submitted online to the registrar's office be
kept secure and confidential to the extent possible?
Academic Computing Services: Academic computing services deals with the
technology support infrastructure for students, faculty and staff. These
support services may include managing application software and servers for
courses, providing e-mail accounts, disk space for Web pages, technical
support for students, faculty and staff, etc. (also discussed in section 2.1
Infrastructure).
8.2 Student Services
Students taking Web-based courses should enjoy the equal academic and
student services as those taking face-to-face courses. According to Connick
(1998), “Students often assume that an institution offering courses or
programs at a distance will also provide all of the essential services at a
distance” (p. 26). These services include orientation, bookstore, library
support, financial aids, counseling and other student support services. For
Web-based learners, institutions should consider providing toll-free numbers
for all of these services.
Orientation: All students should be required to participate in online
orientation at least a week prior to the first day of classes. Orientation
should provide introduction to procedures for learning at a distance,
including roles and responsibilities of instructors, learners (Gibson, 1998),
© Badrul H Khan
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23
tutors, facilitators, guest speakers and all other individuals involved in the
process. Students, instructors and technical stuff should be encouraged to
post brief biographies and this helps to create a virtual learning community
(Khan, 1997a).
Bookstore: Bookstore services for Web-based students may be more
demanding. Bookstore should consider having an online catalog where
students can order books online. Or, students should be directed to online
bookstores so that they can become familiar with how to take advantage of
all online resources.
Library Support: Students should receive both offline and online library
support (also discussion in section 6.1 Online Resources and section 6.2
Offline Resources).
Financial Aid: Students should be provided with financial aid, student loan
and scholarship information on the Web. Institutions can provide online
financial aid workshops also assist students with both financial aid forms and
other scholarship opportunities.
Counseling: Like on-campus students, Web-based students should receive
academic, career, and other counseling services. Guidance on study skills,
time management and stress management are important components for
WBL (detailed discussion is in section 4.1 Instructional and Counseling
Support).
Using the Framework
The WBL framework has the potential to provide guidance in designing Webbased learning materials, evaluating? Web-based instruction and training
courses (e.g., BooksToRead.com/wcr), organizing resources for Web-based
learning, designing comprehensive authoring systems, designing distributed
learning systems, virtual universities and cyberschools. In this book, the
framework is used as a guiding mechanism for the following chapters:
 Case Studies of Web-based Training Sites by Khan, Waddill, and
McDonald (see chapter ..)
 Pedagogy and Web-based course authoring tools: Issues and implications
by Dabbagh, Bannan-Ritland and Silc (see chapter ..)
 A conceptual framework for Web-based authoring systems by Khan, Ealy,
and Singh (see chapter ..)
 Web-based training resources by El-Tigi & Khan (see chapter ..)
© Badrul H Khan
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Conclusion
I hope, by describing various dimensions of the framework, I have provided
a sketch of what it takes to create meaningful distributed learning
environments. I believe various issues discussed in the eight dimensions of
the framework can provide guidance in the planning, design, development,
delivery and evaluation of distributed learning environments. Various subdimensions and issues discussed within the eight dimensions of the
framework are by no means complete, I welcome comments and
suggestions for improvement (BooksToRead.com/framework).
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For additional readings in Web-based learning and distance education, please visit
Recommended Books Site (BooksToRead.com/de.htm).
Acknowledgement:
When I presented the WBL framework at the Utah State University (USU) in
1997, David Merrill of USU encouraged me by saying he would definitely use
the WBL framework for designing Web-based instruction. I really like to
thank David Merrill for his encouragement and early endorsement. I would
like to thank students at the University of Texas at Brownsville, George
Washington University, George Mason University and Towson University who
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used the WBL framework as part of their coursework to review existing Webbased instruction and training programs. Their comments and suggestions
were very useful. I would also like to thank participants in my various
keynote and invited addresses for their insightful comments and suggestions
about the framework. Finally, I would like to thank the following for their
review of this chapter: David Peal, Greg Kearsley, Som Naidu,
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