1. An instructional design theory for interactions in web-based learning environments 指導教授 : 陳 明 溥 研 究 生 : 許 良 村 Lee, M.& Paulus, T. (2001). An instructional design theory for interactions in web- based learning environments. Practice paper presented at the National Convention of the Association for Educational Communications and Technology(24th,Atlanta, GA, Novemberv 8-12,2001). 1(2).245-251.(Retrieved on March 27, 2005 from: http://portal.ntnu.edu.tw/portal/modules/mylinks/visit.php?cid=41&lid=225)

2. Introduction  Teaching at a distance requires different strategies than those used in a traditional teaching environment.  Often a lack of interaction has been considered a major weakness of distance education, blamed for causing feelings of isolation in learners who are situated all over the world with no or minimal face to face contact.  Interaction between the leaner and the course materials and resources can be hindered by new and unfamiliar technology.

3. Introduction  Nontraditional learners taking courses on the Web may not have the self-regulation or study skills to perform well in this environment.  Interactions in distance education has focused on - the development and use of technology tools that permit interactivity - the development and use of technology tools that permit interactivity - interactions as if they are the outcomes of instructional methods rather than outcomes. - interactions as if they are the outcomes of instructional methods rather than outcomes.

4. Introduction  An instructional design (ID) theory is a “theory that offers explicit guidance on how to better help people learn and develop”. (Reigeluth, 1999)  ID theories are prescriptive and design- oriented, identifying methods of instruction (including instructional strategies and tactics) and the situations in which these methods should and should not be used, based on the instructional conditions and desired outcomes.

5. Research questions 1. What are the types and outcomes of interactions between participants in a Web-based learning environment? 2. When and how should these various interactions be designed into a Web-based learning environment?

6. Methods  Phase 1 construction of new instructional design theory construction of new instructional design theory  Phase 2 in vivo formative research for a designed case in vivo formative research for a designed case

7. Procedures of phase one (Reigelrth, 1983; Nelson, 1998) 1. define the purpose of the theory 2. define the values of the theory 3. determine the specific domain, situation, or scope of the theory 4. Identify an optimal participant Interaction process on which to model the theory 5. determine goals/outcomes 6. develop methods, strategies and tactics; 7. determine conditions/situations

8. 1.Define the Purpose of the Theory  The purpose of this theory is to provide guidance for designers of Web-based graduate courses on when and how to utilize learner to instructor, and learner to resource and leaner to self-interactions as instructional methods.

9. 2.Define the Values of the Theory Reigeluth (1999)  A belief that adults are most motivated to learn when they feel success, volition, value and enjoyment  Higher-order thinking skills and complex cognitive tasks are best fostered by interacting with other learners to socially construct meaning  Instruction should provide variety  Instruction should foster creativity  Instruction should be authentic and relevant to learners’ lives  Instruction be related to previous experiences and linked to prior knowledge

10.  Resources should be available to help learners with their tasks  Activities should build on previous work done in the course  Instruction should provide social as well as cognitive support  All learners should have the chance to partcipate  Cognitive overload should be avoided  Learners should have responsibility for their own learning 2.Define the Values of the Theory Reigeluth (1999)

11. 3.Determine the specific domain, situation or scope of the theory  This theory addresses learning in the cognitive domain.  It is applicable to learning situations with adult learners in higher education settings, particularly Web-based learning environments.  The scope of the theory is specifically to provide guidance on when and how to utilize interactions as instructional methods that can be used effectively to attain cognitive outcomes.

12. 4.Identify an optimal participant interaction process on which to model the theory  Moore (1993) points out that distance education is not simply a geographic separation of learners and teachers, but more importantly, a pedagogical concept.  It is a concept describing the universe of teacher- learner relationships that exist when learners and instructors are separated by space and /or by time (Moore, 1993).  Three sets of variables on distance education - dialogue( discussion) - dialogue( discussion) - structure - structure - learner autonomy - learner autonomy

13. 4.Identify an optimal participant interaction process on which to model the theory  Interactions have instructional value and that are many ways of fostering such interactions in distance education environments.  In Vyhotsky’s concept of the ZPD, social interaction is crucial to the development of the new patterns of thoughts and behaviors.  Four types of interaction : (Moore & Kearsley, 1966.) - learner to self - learner to self - learner to learner - learner to learner - learner to instructor - learner to instructor - learner to resources - learner to resources

14. 5.Determine goals/outcomes Outcomes of interactions Wagner(1997)  To increase participation and engagement with the learning process  To increase social engagement with others in the group.  To develop communication.  To receive feedback  To enhance elaboration and retention  To support learner control/self-regulation

15.  To increase motivation  To negotiate understanding.  To build a team  To discover  To explore  To clarify understanding intended  To gain closure 5.Determine goals/outcomes Outcomes of interactions Wagner(1997)

16. 6.Develop methods,strategies and tactics  This theory focuses on the use of four methods of interactions: learner to learner, learner to instructor, learner to content and learner to self.

17. 7.Determine conditons/situations  Situations have two parts: - instructional conditions - instructional conditions - desired outcomes of instruction - desired outcomes of instruction  Instructional conditions include: - nature of learner, - nature of learner, - nature of the learning environment - nature of the learning environment - nature of instructional development constraints - nature of instructional development constraints  Desired instructional outcomes include : Regeluth (1999) - level of effectiveness - level of effectiveness - level of efficiency - level of efficiency - level of appeal - level of appeal

18. In Vivo Formative Research for a Designed Case  Formative research was done by - a review of the literature - a review of the literature - expert evaluation - expert evaluation - through a field trial - through a field trial

19. Findings Interaction: learner to self  Primary goals: - were for the learners to discover, explore, clarify and negotiate understanding as well as enhancing elaboration and retention. - were for the learners to discover, explore, clarify and negotiate understanding as well as enhancing elaboration and retention.  Results: - the interested in discussions and assignments that were relevant to their lives and needs. - the interested in discussions and assignments that were relevant to their lives and needs. - they provided opportunities to create a synthesis framework in which to place the theories and the self- reflections were helpful in fostering metacognitive skill development. - they provided opportunities to create a synthesis framework in which to place the theories and the self- reflections were helpful in fostering metacognitive skill development.

20. Findings Interaction: learner to learner  Primary goals: - building collaborative teams and increasing social participation and engagement with learning process. - building collaborative teams and increasing social participation and engagement with learning process.  Results: - provided a chance for learner to get to know each other. - provided a chance for learner to get to know each other. - get to knowledge by collaborative learning - get to knowledge by collaborative learning

21. Findings Interaction: learner to instructor  Primary goals: - build communication - build communication - support learner control and self-regulation - support learner control and self-regulation - provide feedback - provide feedback  Results: - when the topics of whole class discussions would drift away from the theory being discussed, the instructors’ guidance and redirection proved to be helpful. - when the topics of whole class discussions would drift away from the theory being discussed, the instructors’ guidance and redirection proved to be helpful. - the learners mentioned that they benefited from instructor feedback that focused both on strengths and areas of improvement. - the learners mentioned that they benefited from instructor feedback that focused both on strengths and areas of improvement.

22. Findings Interaction: learner to resources  Primary goal: - provide additional web-based resources to supplement the text. - provide additional web-based resources to supplement the text.  Results: -learners felt that having models or examples of expected work were extremely helpful -learners felt that having models or examples of expected work were extremely helpful -the instructors should be careful not to make many assumptions regarding “Web-course literacy” -the instructors should be careful not to make many assumptions regarding “Web-course literacy” -More time and effort were required than in residential courses -More time and effort were required than in residential courses

23. Conclusion  This research indicates that the all four types of interaction are important methods of instruction in a Web-based learning environment.  The findings showed that the adult learners appreciated the variety of assignments and a sense of learner control provided by a balance between flexibility and structure of the course.  Providing instruction relevant to the prior experiences and knowledge of these adult learners also played a great role in fostering interactions.

24. Conclusion  Given the appropriate guidance and support, the learners preferred to work on teams.  When the experience was positive, it established a sense of community and enabled a deeper level of situated cognition.