An Analysis of Situated Web-Based Instruction

Abstract

This article addresses the results of analysis of the data collected over four semesters of a situated course in Web-based Instruction. In particular, it discusses results in such areas as synchronous vs. asynchronous interaction, the importance of technical prowess, aids and barriers to the establishment of a learning community, and the affective dimensions of Web based instruction. In addition, it discuses the effectiveness of various traditional and constructivistic instructional strategies in a Web based environment. We also focus on the use of social engineering techniques as a means of facilitating the creation of a constructivistic learning community.