ASSIGNMENT

Assignment

Assignment

The internet-specifically the Worldwide Web (WWW)- has become an important repository for a broad array of informational and instructional resources. Because of worldwide availability, these resources can be accessed by anyone at anytime (Turgeon et al., 2000). In fact, the only limitation on the educational impact of web-accessible learning resources is imposed by the design of the resources themselves. Thus, the question arises: "How should instructional resources for the Worldwide Web be designed for maximum benefit to prospective students?" Instructional modules are usually web versions of PowerPoint slides designed for independent access by students.

They are typically composed of a series of instructional units, each containing a graphic image (illustration, photograph, or word slide), narrative text, and navigational icons for moving from one unit to the next in series (Fig. 1). If developed from PowerPoint slide sets used in a course with 50-minute class periods, they typically have from 35 to 50 units, following the rule of no more than one slide per minute of presentation time. Unlike students enrolled in a particular course who are presumed to be fairly homogeneous, prospective learners accessing web-based instructional resources may be a highly diversified group, varying widely in experience, interest level, prerequisite knowledge, and intellectual capacity. Therefore, for web-based instructional resources to be effective in responding to the needs of a highly diversified audience, they must employ specific features that enable each student to employ them in ways that fit their specific needs.

Instructional modules are traditionally designed with the linear format of PowerPoint slide sets (Fig. 2), mimicking classroom-based instruction with similar temporal and spatial constraints. With instructional material targeting mainly middle-level students, linear modules, just like classroom teaching itself, tend to overwhelm slow learners and underwhelm fast learners. Web-accessible instructional modules are sometimes referred to as "student-centered" learning resources because of features such as the flexible instruction time and place. Given the linear nature of traditionally designed modules, however, they are not truly student-centered or learner-controlled because they lack the features needed to meet the varying needs of students with different interests, intellectual capacities, and academic backgrounds (Burke et al., 1998; Carrier and Williams, 1998; Hannafin and Sullivan, 1995; Shoener and Turgeon, 2001).

Shoener and Turgeon (2001) compared learner-controlled and instructor-controlled versions of instructional modules and found most students preferred the learnercontrolled version. Similar findings were reported by Hannafin and Sullivan (1995) and Burke et al. (1998). With respect to learning achievement and outcome, some studies have shown that learner-controlled learning resources promoted students' performance (Carrier and Williams, 1998) while others showed the opposite (Pollock and Sullivan, 1990; Morrison et al., 1992).

The objective of this study was to explore features of instructional modules that potentially enrich the studentcentered/ learner-controlled learning environment and respond to varying needs of a highly diversified student population. These features included specialized clarification, prerequisite, and elaboration loops, which were imbedded in the linear pathway. A sample loop-imbedded (non-linear) module was developed to instruct the physiology and culture of annual bluegrass (Poa annua ...