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Implementation Considerations for Instructional Design of Web-Based Learning Environments

Implementation Considerations for Instructional Design of Web-Based Learning Environments

Mercedes M. Fisher
Copyright: © 2000 |Pages: 24
ISBN13: 9781878289599|ISBN10: 1878289594|EISBN13: 9781930708617
DOI: 10.4018/978-1-878289-59-9.ch005
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MLA

Fisher, Mercedes M. "Implementation Considerations for Instructional Design of Web-Based Learning Environments." Instructional and Cognitive Impacts of Web-Based Education, edited by Beverly Abbey, IGI Global, 2000, pp. 78-101. https://doi.org/10.4018/978-1-878289-59-9.ch005

APA

Fisher, M. M. (2000). Implementation Considerations for Instructional Design of Web-Based Learning Environments. In B. Abbey (Ed.), Instructional and Cognitive Impacts of Web-Based Education (pp. 78-101). IGI Global. https://doi.org/10.4018/978-1-878289-59-9.ch005

Chicago

Fisher, Mercedes M. "Implementation Considerations for Instructional Design of Web-Based Learning Environments." In Instructional and Cognitive Impacts of Web-Based Education, edited by Beverly Abbey, 78-101. Hershey, PA: IGI Global, 2000. https://doi.org/10.4018/978-1-878289-59-9.ch005

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Abstract

Today’s technology is delivering greater access of current information and knowledge for instructional use. The introduction of the Internet has brought forth a wide variety of educational possibilities for teaching and learning; however, experience with these opportunities has yet to occur for the great majority of teachers. In order to prepare students for success in the next century, all teachers must have the motivation, knowledge, and skills needed to use Web-based resources for improved teaching and learning in both face-to-face and on-line settings. Planning for effective use of the Internet can impact students’ ability to communicate and interpret information in and out of the classroom. Understanding and supporting teachers as they begin this journey is an important area that requires further exploration. As Kurshan and Dawson (1992) acknowledge, the growth of the Internet and telecommunications is changing the nature of today’s classroom. As new communications technologies link more computers into a worldwide network, the walls of the classroom are, metaphorically speaking, coming down. In effect, teachers are finding that with relatively modest investment of time and money, they can create “global classrooms” in which the world and its peoples become an integral part of a student’s learning environment. Teachers of the 21st century will, therefore, have to anticipate the impact that technological advancement may have on school systems and be prepared to implement solutions that maximize learning while minimizing complexity (Kurshan & Dawson, 1992).

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