Worlds within which we teach: Issues for designing World Wide Web course material

Mary F. O'Sullivan

doi:10.1080/10572259909364649

Technical Communication Quarterly Jan 1999

Worlds within which we teach: Issues for designing World Wide Web course material

Mary F. O'Sullivan Western Technical College

Abstract

Abstract Initially, online courses were created by pioneers—self‐taught Web site writers comfortable with uncertainty. As Internet‐based instruction has become increasingly popular, others are less inclined to struggle with writing their own Web pages but are nonetheless interested in having an instructional Web site. A growing number of course‐construction programs are becoming available which could make Internet‐based instruction more accessible. Only by addressing both pedagogical and technical issues can evaluation of such course creation products provide information useful for thoughtful and appropriate use of that technology to support and extend traditional pedagogies. This article concludes that creating online instructional sites by hand with the help of an HTML editor is generally preferable to using course‐in‐a‐box software because instructors can select the components needed to support their pedagogy and construct successful learning experiences for their students. On the other hand, the dilemma of faculty intimidated by the technical expertise needed to produce even a basic Web site can be ameliorated by the use of course‐in‐a‐box software. However, that software should be seen only as a stepping stone. Instructional sites created by course‐in‐a‐box software certainly are worthwhile, but the course or site produced by this software remains constrained by its box, even if that box is often commodious.

Journal: Technical Communication Quarterly
Published: 1999-01-01
DOI: 10.1080/10572259909364649
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Open Access: Closed
Topics: writing pedagogy assessment online writing instruction
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Worlds within which we teach: Issues for designing World Wide Web course material

Abstract

Citation Context

Cited by in this index (3)

References (20) · 2 in this index

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