Using the 4MAT System
to Design Web-based Instruction
William G. Huitt
Valdosta State University
Developed: April 2000
Web-based Instruction
The Internet and Web will play a significant
role in instructional delivery during the next
decade
• How will this be done?
• Will this be an improvement over present
practice?
The 4MAT System
The 4MAT system offers a unique strategy
• reflects best instructional practices
• accommodates differences in learning style
and brain lateralization dominance
The 4MAT System
According to Bernice McCarthy, developer of the
4MAT system, there are 4 major learning styles, each
of which asks different questions and displays
different strengths during the learning process.
These styles are based on the work of Gregorc &
Butler (1984) and are similar to the temperaments
as defined by the Myers-Briggs Type Indicator
(MBTI) and the Keirsey Temperament Sorter.
Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style.
VocEd, 27-29.
The 4MAT System
Concrete-Random
SP (Sensing/Perceiving)
Sanquine
WHY?
The 4MAT System
Abstract-Sequential
NJ (Intuitive/Judging)
Choleric
WHAT?
The 4MAT System
Concrete-Sequential
SJ (Sensing/Judging)
Melancholy
HOW?
The 4MAT System
Abstract-Random
NP (Intuitive/Perceiving)
Phlegmatic
IF?
The 4MAT System
The 4MAT System
Each learning style is associated with both
left- and right-brain learners.
Left
Logical, rational,
sequential, serial,
verbal
Right
Intuitive,
emotional, holistic,
parallel, and
tactile-kinesthetic
The 4MAT System
The 4MAT system is designed to provide every
student with a preferred task during every
lesson. There are the 8 instructional events
proposed by this system.
The 4MAT System
STEP
1
2
LEFT MODE
RIGHT MODE
Concrete-Random Learner
WHY?
Create an
experience
Reflect/Analyze
about experience
The 4MAT System
STEP
3
4
LEFT MODE
RIGHT MODE
Abstract-Sequential Learner
WHAT?
Integrate into
concepts
Develop concepts
and skills
The 4MAT System
STEP
5
6
LEFT MODE
RIGHT MODE
Concrete-Sequential Learner
HOW?
Practice defined
givens
Add something
of oneself
The 4MAT System
STEP
7
8
LEFT MODE
RIGHT MODE
Abstract-Random Learner
IF?
Analyze application
for relevance
Apply in more
complex experience
The 4MAT System
Requires students to engage in higher-level
thinking
• Step 2 -- Analysis
• Step 3 -- Comprehension
• Steps 5 & 6 -- Application
• Step 7 -- Evaluation
• Step 8 -- Potentially, synthesis
Designing Instruction
First three events serve as overview
• Create an experience
• Engage in a simulation
• Complete questionnaire or survey
• Complete a web search
• View a short film clip
• Analyze the activity via chat or bulletin board
• Form concepts via chat or bulletin board
Designing Instruction
New material presented during fourth event
• Variety of alternatives
• Text assignments
• Journal articles or papers
• Web-based readings
• Power Point presentations with audio
• Utilize all guidelines for good presentations
• Make reading assignments from global to specific
Designing Instruction
Next two events involve practice
• Practice the knowledge and skills presented
• Solve problems
• Use study guides
• Post to discussion group
• Interact via chat rooms or voice chat
• Yahoo Messenger
Designing Instruction
Videoconferencing
• Netmeeting -- allows point-to-point video
conferencing
• Multipoint Control Unit (MCU)
required for three or more connections
• Comfortable headset is a must
• Video camera is ok; white board and
ability to show applications is more
useful
Designing Instruction
The last two steps involve evaluation and
extension
• Require students to respond to each
other’s comments on bulletin board
• Have students respond to others during
audio chat/videoconferencing
• Engage in simulation, view video, etc.
and generate written report (different
purpose than “Create an Experience”)
Designing Instruction
The last two steps involve evaluation and
extension
• Develop set of links on particular topics
• Write short essays with hyperlinks
• Develop web pages
Caution: Web is rapidly changing and links
quickly become outdated
Designing Instruction
The last two steps involve evaluation and
extension
• Traditional essays can also be assigned
and sent via e-mail attachment
• Instructor can grade paper and then go
over detailed comments via personal
audio chat or video conference
Summary and Conclusions
There is no doubt that web-based instruction
will increase over the next decade
Instructors have unique opportunity to
reinvestigate instructional design issues
4MAT offers excellent model to guide development
of web-based instructional materials
Summary and Conclusions
Most instructors would benefit from developing
web-enhanced before web-based courses
• Post syllabi and course objectives on web
• Produce pages of web-links
• Use web-based study guides and quizzes
developed by textbook publishers
• Use software packages such as WebCT
• Have students use e-mail and send attachments
• Hold office hours online
• Post lecture notes or lecture materials
Paper available at:
http://chiron.valdosta.edu/
whuitt/files/4matonweb.html