Building a theoretical framework of web-based instruction in the context of distance education

This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing distance education theory called Transactional Distance Theory in order to provide better understanding of the essential pedagogical components of WBI. Recent studies have shown that the key elements of the structure of WBI are (1) content expandability, (2) content adaptability, and (3) visual layout. And also three emerging types of interaction, or three aspects of dialogue, in WBI have been identified through the studies. Those types were: (1) academic interaction, (2) collaborative interaction, and (3) interpersonal interaction. Finally, both learner collaboration (or learner collaboravity, if we create a new term) and learner autonomy seem to have emerged in Web-based learning environments. Introduction Since the emergence of the Internet and the Web as a means of providing instruction and the fast expansion of interest in these media in the mid 1990’s, there have been a number of studies that investigated their technical features, and tried to connect these features to the problems of designing web-based instruction (WBI). Some example studies include: Hiltz (1994), Harasim (1995), Khan (1997), Simich-Dudgeon (1998), and Barron (1998). All these, viewing the Web as a worldwide, efficient, and interactive technology for delivering instruction, outlined technical features of WBI and provided specific guidelines for the design of WBI. Studies such as the above suffer from a common shortcoming. There is little linkage to established pedagogical theory in general or to distance education theory in particular. The questions they raise have little relationship to what is already known about 03_Jung 10/10/2001 1:49 pm Page 525 (Black plate)