Instructional and cognitive impacts of Web-based education

Educators are increasingly using web sites in place of traditional content media and instructional approaches such as texts and lectures. This new teaching philosophy has led to a myriad of questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographic, and national boundaries.

Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

Author Notes

Beverly Abbey earned her doctorate of philosophy from the University of North Texas in Information Science, specializing in Computer Education and Cognitive Systems. The idea for this book was conceived while she was an assistant professor in Educational Technology at Texas A&M University-Commerce teaching graduate courses in instructional design, instructional technology theories and multimedia authoring. She has a consultancy business specializing in instructional design and training serving the Dallas-Fort Worth area. Abbey is currently working on research in ethics, cognitive problem solving, instructional technology evaluation and multimedia instructional design. Currently, she is Director of Instructional Technology at Austin College in Sherman, Texas.

Theo J. Bastianes and Rob L. MartensZane L. Berge and Mauri Collins and Karen DoughertyLouis H. BerryCurtis J. Bonk and Jack A. Cummings and Norika Hara and Robert B. Fischler and Sun Myung LeeMercedes M. FisherDorothy LefloreJared Danielson and Barbara Lockee and John BurtonDeborah L. Lowther and Marshall G. Jones and Robert T. PlantsCleborne D. Maddux and Rhoda CummingsSusan M. Miller and Kenneth L. MillerRon Oliver and Jan HerringtonKay A. PersichitteSusan M. Powers and Sharon GuanPatricia L. RogersKaren Smith-GrattoJ. Michael Spector and Pal I. Davidsen

Preface	p. i
Chapter 1 Conditions for Web-Based Learning with Real Events	p. 1
Chapter 2 Design Guidelines for Web-Based Courses	p. 32
Chapter 3 Cognitive Effects of Web Page Design	p. 41
Chapter 4 A Ten-Level Web Integration Continuum for Higher Education	p. 56
Chapter 5 Implementation Considerations for Instructional Design of Web-Based Learning Environments	p. 78
Chapter 6 Theory Supporting Design Guidelines for Web-Based Instruction	p. 102
Chapter 7 ID and HCI: A Marriage of Necessity	p. 118
Chapter 8 Preparing Tomorrow's Teachers to Use Web-Based Education	p. 129
Chapter 9 Developing Web Pages as Supplements to Traditional Courses	p. 147
Chapter 10 Theoretical and Practical Considerations in the Design of Web-Based Instruction	p. 156
Chapter 11 Using Situated Learning as a Design Strategy for Web-Based Learning	p. 178
Chapter 12 A Case Study of Lessons Learned for the Web-Based Educator	p. 192
Chapter 13 Examining the Range of Student Needs in the Design and Development of a Web-Based Course	p. 200
Chapter 14 Layers of Navigation for Hypermedia Environments: Designing Instructional Web Sites	p. 217
Chapter 15 Strengthening Learning on the Web: Programmed Instruction and Constructivism	p. 227
Chapter 16 Designing Technology Enhanced Learning Environments	p. 241
About the Authors	p. 262
Index	p. 267

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Table of Contents