A Framework for Web-Based Learning

1. Introduction

In the era of Information Technology there are many universities and schools searching for the best use of the IT, especially in teaching and learning process; however, some still waiting before deciding in using the technology.
Web-based learning is an additional activity outside the classroom, supporting learning process. The web sites function as a ‘cyber’ self study center. For example, learners may search resources in the web for their easy writing task or even do some on line exercises. In 1995, ITB Language Center started simple interactive web-based exercises. At the time being, ITB Language Center keeps on developing the web-based learning for ITB students (www.lc.itb.ac.id/selfstudy/selfstudy.htm, http://uptitb.tripod.com and http://rukmanjati.tripod.com/learningbased.htm). In principle, this web-based learning, when designed professionally could be an effective way in supporting learning process. Even some university have designed this web-based learning to replace the classroom learning process, for example, they claim to have ‘cyber campus, on line learning facilities and distance learning’.
In designing the web-based learning, a framework is essentially needed. The available sites for language learning seem have no framework, and support from the university or school. From the experience in designing websites for language learning, the writer attempts some thoughts in proposing a framework.

2. Websites

The websites, www.lc.itb.ac.id/selfstudy/selfstudy.htm, http://uptitb.tripod.com/selfstudy.htm and http://rukmanjati.tripod.com/learningbased.htm provide lots of material for self study. There are three main menus in the self study, ‘lessons, tests and quizzes’.

www.lc.itb.ac.id/selfstudy/selfstudy.htm, http://uptitb.tripod.com/selfstudy.htm





These sites are designed to support the classroom teaching activities and function as a ‘cyber self access room’ where students can study, take tests, do quizzes on their own. There are four factors to be considered in designing the websites for self study;

1. Learner Independence/responsibility
2. Learning to Learn
3. Learners are independent
4. Language Teaching

The sites also promotes the shift of teacher and student roles

Teacher
paternal / asertif  fraternal / permissive
dispenser of all knowledge  resource person/consultant
fostering dependence  training for independence

Student
passive  active
no responsibility for learning  assume responsibility for learning
seeking approval  doing without overt approval
submissive  involved in decision making


Some comment from teachers when surfing the sites.

• General comments
o Good for improving students English
o Good for testing the learners’ alertness
o Good as a mean of reinforcement of the English language
o Challenging tasks and exercises
o Good for broadening the horizon of the learners
• Test your English (elementary)
o Too hard for elementary students
o The sentences of each items are too long
o The instruction should be clearer
o Keep the 1st sentence complete, no blanks
o Good to measure student level
• Tips of language learning
o Good for students
o Printable would be even better
• Vocabulary
o Useful to increase students’ vocabulary
o Interesting and useful
o Feedback very helpful, but one quiz has no evaluation (page cannot be displayed)
• TOEFL materials
o The lay out should be redesigned
o Very useful for students and the feedback is really helpful for self study
o
• Quizzes
o Challenging
o fun
• Reading
o Useful for our file. Download please!!


3. The proposed framework for web-based learning


1. PEDAGOGICAL

1.1 Content Analysis
How often is dynamic course content, quiz, test, and other information updated?
1.2Audience Analysis
Who are the learners?
Does the institution have adequate information about the learners at a distance?
1.1 Goal Analysis
Does the course provide clear expectations of what the student is required to do?
1.4 Medium Analysis
Does the course utilize multimedia attributes of the Internet and digital technologies?
- text
- audio
- video
- graphics
- other (specify)
1.5 Design approach
what is the instructor’s role?
- more facilitative than didactic
- more didactic than facilitative
- combination of both
1.6 Organization
Does the course provide a sense of continuity?
- e.g., each unit or section builds on the previous unit or section etc.

1.7 Methods and Strategies
Working on joint project with class members?
Working on joint project with other institutions?



2. TECHNOLOGICAL

2.1 Infrastructure planning
Does the course have personnel who can assist learners to set up for starting the
course?
2.2 Hardware
Are the hardware requirements for the course clearly stated?
2.3 Software
Does the course provide links to resources where all necessary software can be
downloaded?

3. INTERFACE DESIGN

3.1 Page and site design
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?
3.2 Content design
Does the course follow “one idea per paragraph” rule?
3.3 Navigation
Does the course provide structural aids or site map to guide learner’s navigation?
3.4 Accessibility
Is the course website designed to be accessible by a wider user population?
3.5 Usability testing
How quickly users find answers to the most frequently asked questions on the course
site?

4. EVALUATION

4.1 Assessment of learners
Does the course have a mechanism in which a learner can be truly measured and not
cheat?
4.2 Evaluation of the instruction & learning environment
Does the course have a system to accept students’ online evaluation of the following?
- content
- instructor
- learning environment
- learning resources
- course design
- technical support

5. MANAGEMENT

5.1 Web Based Learning Content Development
Is there a project support site for web based learning production team?
5.2 Web Based-Learning Maintenance
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
- phone call
- mail



6. RESOURCE SUPPORT

6.1 Online support
Does the course provide troubleshooting (or expert technical support from specialized
staff) assistance or a help line?
6.2 Resources
Does the course provide links to the sources, a list of sources or examples of previous
student’s work on the web?


7. INSTITUTIONAL

7.1 Administrative Affairs
Is the institution ready to offer online courses?
7.2 Academic affairs
Does the course provide academic quality such as one would expect in a traditional
course?
Student services
Are instructor/tutor and technical staff available during online orientation?



The web-based learning framework can provide guidance in the design, development, evaluation and implementation of:
- Online Courses
- e-Learning Environments
- Distance Education Programs
- Virtual Universities
- Learning Management Systems


References
Dewar, T. (1996). Adult learning online [WWW document] URL: http://www.cybercorp.net/~tammy/lo/oned2.html.

Fried-Booth, D. L. (1997). Project work. (8th Ed.) Oxford: Oxford University Press.

Lawrence, A. (1997.) Expanding capacity in ESOL programs (EXCAP): Using projects to enhance instruction. Literacy Harvest: The Journal of the Literacy Assistance Center, 6 (1), 1-9.

Moss, D. (1998). Project-based learning and assessment: A resource manual for teachers. Arlington, VA: The Arlington Education and Employment Program (REEP).

Stein, S. (1995). Equipped for the future: A customer-driven vision for adult literacy and lifelong learning. Washington, DC: National Institute for Literacy. (ERIC Document Reproduction Services No. ED 384 792)


Wrigley, H.S. (1998). Knowledge in action: The promise of project-based learning. Focus on Basics, 2 (D), 13-18.