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This article presents sets of observations and recommendations for Web-based distance learning, based on formative and summative performance and opinion data collected from participants involved in the design, development, and utilization of Wired Class, a Web-based learning environment that was developed to teach mathematics to Egyptian secondary school students. The discussion focuses on issues related to the nature of (1) Web-based learning materials, (2) the spectrum of learning/teaching interactions, (3) the Web as a learning environment, and (4) costs associated with delivering Web-based instruction. Examples are used to illustrate the basis for recommendations that evolved from the work on which this article is based.
Web-based instruction is a relatively new educational technology with many Web-based courses developed by people skilled in Web authoring but who "are not necessarily knowledgeable about educational concepts" (Janicki & Liegle, 2001). Powell claims that "despite the established base of online courses, online course design and facilitation is still uncharted territory for many college and university faculty" (2001, p. 44). Although much has been published about creating effective online learning, much of the literature does "not provide a comprehensive and practical guide to the challenges faculty encounter when designing complex Web modules" (Weston & Barker, 2001, p. 15). Online learning environments should meet many instructional, structural, and technical principles of design and development to be more than information dumping, and to avoid eyestrain from endless text screens, confusing navigation, and long download times (Spitzer, 2001). It is essential for responsible administrators to understand if their Web-based distance learning programs are meeting their design objectives or are merely alternative learning materials dumping grounds.
Many studies (e.g., Clark, 1994; Lockee, Burton, & Cross, 1999; Thorpe, 1998) have pointed out that that different levels of evaluation should be used to evaluate distance education programs. Clark (1994), for example, stated that two levels of evaluation that always provide useful feedback are measures of participant reactions, and the achievement of program objectives. Consequently, the "lessons learned" described in this paper are based on formative and summative student performance measures as well as student, instructor, designer, and "expert" opinion data collected during the 12 months of design, development, and utilization of Wired Class, a Web-based learning environment that was developed to teach mathematics to Egyptian...