Web-Based Learning: Design, Implementation and Evaluation

• In Event: Book Sharing (W-I)

Short Description

Gayle V. Davidson-Shivers, Karen L. Rasmussen, & Patrick R.Lowenthal, 2018(2nd ed.)Springer International Publication

Our book is a practical, easy-to-read resource on Web-based learning. The book equips readers with strategies for designing and implementing effective online courses, creating communities of Web-based learners, and evaluating the design and implementation processes. We incorporated ID principles based on research, theory and practice. At the presentation, we will share and show an illustration the interrelationship of our model's stages.

Our comprehensive model has an e-learning concurrent design framework (Strand & Straupe,2010) and can be employed in all types of settings. Although we subscribe to ID approaches and philosophy, we modified the heuristic stages of ADDIE greatly.

OUR MODEL: The Analysis stage has two parts: Part 1.Problem analysis to determine whether an instructional or non-instructional solution is needed. Part 2. Instructional Component analysis begins after it's determined that online instruction or learning is the solution. This second part is about analyzing four instructional components: a) the goal and learning outcome level; b) the learners, c) instructional content, and d) the context. The final step in this second part is to identify implications of each component for the design and evaluation and refine the initial goal statement as necessary.


The next stage is Evaluation Planning, which is to prepare the preliminary planning of summative evaluation and outlining formative evaluation procedures. This upfront planning allows formative evaluation to occur simultaneously with design and development procedures in our third stage: Concurrent Design.


Concurrent Design stage provides a conceptual framework for employing instructional strategies as the "how" instruction and learning will occur. Another aspect of the "how" is the motivational strategies involved. We share two theoretical approaches: Keller's ARCS model and Wlodkowski and Ginsberg's Motivational Framework for Culturally Responsive Teaching.

The development aspects in the Concurrent Design stage takes into consideration the LMS features and limitations among other considerations such as class size, the interface among others.

Unlike other ID models, our model actually includes an Implementation stage. Within this stage, we describe best practices for online teaching and learning. We also identify skills necessary for effective communication with participants to establish a sense of community.


The final stage is Summative Evaluation and Research. While we recognize review and revision of online courses is continuous, it is necessary to determine the course's overall value. That is, at some point in its life cycle, designers or stakeholders must ascertain whether the course is still needed or not, and if it's needed, does it require major updating and modification. Adjustments of the preliminary evaluation plans made in stage 2 are made and conducted in this last stage.


Finally, important features of our book include a continuous (running) case example to expand on the principles and procedures and show how to think about and design online instruction, other case studies to extend the readers skills, and questions to help explore trends and issues related to online design and delivery. Within each chapter, we use advance organizers, stating objectives and chunking the instructional content, In other words, the information is presented in appropriately sized "chunks" that includes the running case example, and then provides an opportunity for the reader to apply the content through "On Your Own" activities. We also provide various worksheets and charts to help readers build their design.

Authors

• Presenter: Gayle V. Davidson-Shivers, University of South Alabama

• Contributor: Karen Rasmussen, University of West Florida

• Presenter: Patrick Lowenthal, Boise State University