Dr. William P. Bragg III

Dissertation ~ June 1999

Chapter Five: Conclusion

Recommendations

The use of Web-based technology in education is a recent phenomenon, which requires a great deal of future research. As mentioned in the last chapter, this study examined a very specific situation with particular and unique elements. In looking at some of those elements, suggestions for future research emerge in the general area of applying advanced Web-based computer conferencing to educational settings.

The outline is a tentative list of recommended research topics, categorized by area and/or issue. In the outline, this researcher recommends research under the following broad areas:

• Technology,
• Student Population,
• Instructional Design Issues, and
• Online Learning Communities.

The recommendations do not take into account all the angles from which the problem could be approached, or all specific possible methodological considerations. Many of these recommended research topics might benefit from correlational or causal-comparative studies, or sophisticated quantitative procedures like factor analysis or multiple regression, while others might need qualitative approaches. The use of Web-based formats in education is still new enough to leave its research possibilities wide-open; therefore, it seems best to provide an annotated outline of recommendations.

1. Technology: Distance learning technology is continually changing and improving, and research is needed to keep up with innovation and its impact on the teaching-learning processes. Some ideas include studies that address:

(a) Use of other Web-based technology, such as: video, sound, photos, etc. imposed onto the Web-based format (used in the same asynchronous nature).

(b) Integrating the Web-based computer conferencing format with other technologies (added as separate course components), such as: video and/or audio conferencing; live chat rooms; and, other traditional and recent distance learning tools (e.g., television, video, listservs, and so on). There could be a mix of asynchronous and synchronous components.

2. Student population: The learner is probably the most important componenthat needs further research. The learner's needs, desires, abilities, characteristics, and levels of motivation, self-discipline, and self-regulation need to be examined. There is certain to be interacting variables when considering technology, learner, subject, and delivery of instruction. Of these, the most complicated seems to be the learner.

(a) Learners in various situations: K-12, Higher education, or training. Different education scenarios bring up wide ranges of possible learners. For example, just in K-12 there are probably literally hundreds of ways to sort learners to study how they behave, learn, interact, and achieve under various conditions that involve Web-based distance learning.

(b) Learner characteristics: An intriguing approach would be to look quantitatively at various levels of the following aspects of the learner. (E.g., How do particular learner characteristics affect online interaction?)

• Cognitive and intellectual aspects
• Personality aspects (e.g., Myers-Briggs)
• Others, such as: age, computer experience, educator position, years teaching, ethnicity, gender, and many other variables.

(c) Learner perceptions: Perception is powerful, and research is needed to examine the online learners' perceptions of self, of others, and a myriad of variables and issues (e.g., isolation, frustration with technology, etc.).

(d) Writing abilities: This is an area under-researched, but possibly extremely important. Computer conferencing requires writing, and for students to think and interact online, there are probably factors that affect success, comfort and so on.

(e) Dealing with innovation, technology, and change (e.g., the students clearly had problems with technology, and this area needs investigation).

3. Instructional design issues: These include: course content, structure, instructional strategies, and so on. These are areas that can affect student interest, motivation, achievement, and learning. Obviously, this is crucial in that our society is moving toward more and more integration of Web-based technology and education.

(a) Separate conferences and "spaces" – very spatial and metaphorical look; and more use of metaphors, graphics, etc.. We need to study the effects that virtual spaces have on student involvement in online settings.

(b) Across range of subjects and topics: Studies are needed to examine online interaction across a range of topics, content areas, and even types of programs.

(c) Instructional aspects: Various instructional strategies and activities need to be examined in the context of online learning (e.g., small group, case studies, debates, and collaborative groups).

(d) Instructional theory: There are many possibilities for studies when

considering the application of theory to these educational experiences.

4. Online learning communities: This is becoming one of the most important issues in distance learning. It deals with the social aspects of learning and learners and other constructivist concepts that are prevalent in today's education research.

(a) Face-to-face meetings vs. distance learning: Studies are needed to look at

the effect of face-to-face meetings on distance education, and to look at

being a distance learner dealing with "x" amount of human contact with

classmates.

(b) Leadership issues in online environments: It would be very interesting to

look at models of leadership and examine them in light of online

interaction.

(c) Use of video, photos, sound, and other technological advances that might

affect community-building issues. For example, what might be the effect

of having people's photos next to their response, or the ability to "click"

on a "verbal" response and hear an asynchronous "spoken reply" from the

classmate (with or without the accompanying written text…)? There are

many possibilities here.

The ultimate goal of further research should be to examine the factors that lead to successful and effective delivery of outstanding Web-based educational experiences for students.