Education Performance the Examined Literature

Education Performance The examined literature clearly indicates that a mainly positive performance outcome can be expected from either wholly or partially including WBL strategies in a variety of different subject areas. In order to illustrate this is more specific terms, three dimensions of Khan's WBL framework is used: the pedagogical, the interface design, and the evaluation dimensions. Pedagogical Framework Agarwal & Day (1998, p. 100) note that education and communication technology studies indicate the success of WBL strategies specifically in terms of interaction and the hands-on learning of new concepts.

Interaction, discussion, research, and transmission of information are all enhanced via the online environment, mainly because there are no time and space restrictions involved. Furthermore, student-teacher interaction is enhanced by the online environment, because the uncertainty factor of communication is significantly reduced: students are not intimidated by the physical presence of the teacher or other students. Specifically, the authors address the enhancement of learning in the field of economy.

In this complex subject area, the authors hold that performance is enhanced via factors such as critical thinking and problem solving, independence and autonomy, and greater interaction among students and between students and teachers. These factors are all enhanced via the online environment that facilitates not only information retrieval, but also encourages more frequent communication. This translates to a higher level of learning and retention of complex economic concepts, according to the authors (Agarwal & Day, 1998, p. 101). In examining writing instruction in the EFL classroom, Al-Jarf (2004, p.

9) also finds favorable results from including web-based instruction for students. Al-Jarf's study uses a combination of web-based and in-class writing instruction. According to the results of the study, such a combination proved significantly favorable for the final results of the experimental group as opposed to the control group. In addition to communication and interaction issues, other pedagogical elements that serve as an advantage for the online learning environment include the continuous visibility of and accessibility of lecture notes, homework, calendars, and handouts (Clark, 2003, p. 79). 2.

Interface Design The online environment also lends itself to significant advantages in terms of interface design. Elements that are for example not mentioned regularly in the traditional classroom can be prominently linked to online learning material: the name and contact information of the lecturer, recommended texts, the grading scheme, cheating policies and the expected workload and course goals tend not to be mentioned on a daily basis in the face-to-face class setup (Dutton, Dutton & Perry, 2001), for example.

These can serve as an advantage to the student by being prominently linked to the material the student is working with, and enhance performance. The availability of lecture notes also provides the student with the opportunity to repeat whatever information is unclear or technically difficult, without impacting upon lecture time. 3. Evaluation According to Agarwal & Day (1998, p. 101), instructor evaluation forms in terms of the online environment yielded generally positive results: students reacted positively towards instructors and the learning materials.

The same is true in terms of student evaluations in the forms of homework, quizzes and tests, as investigated by Clark (2003). The results of these generally compared positively to those of the control group in the traditional, face-to-face class environment, and few comments were needed on submitted material. Attitude Attitude is one of the most important elements in student learning. It is found that a large part of the literature supports the positive effect of the online learning environment on the attitude of students towards the learning materials and environment. 1.

Pedagogical Framework Felix (2001) suggests that students have reacted positively towards specifically using an online application in the physical classroom itself. The reasons cited for this is that students prefer to implement a new system of use on the basis of the system that they are accustomed to, rather than being expected to make a large paradigm shift at once.

Another possible reason is that face-to-face students view online learning as a cost-cutting strategy, while on the other hand language learners may need more direct support from the teacher than those of other subject fields. Nevertheless, the positive experience when phasing in the Web in the traditional learning setup is encouraging. Hughes & Hagie (2005) note that limited studies area available on the attitude cultivated by online learning, as it has only been a part of higher education systems for a relatively short time.

Furthermore, many institutions are only beginning to phase in this paradigm, which may result in uncertainty during the learning process, also influencing the general attitude towards this new paradigm. The authors also note learning style in influencing the attitude of students to both the online and offline learning environments. The more independent learner would for example prefer the online environment, while the learner who generally needs guidance and daily motivation tends to prefer the face-to-face class environment.

The online environment has however implemented a positive aspect for learners with a more independent disposition that was not available in the traditional learning paradigm. 2. Interface design Felix (2001) concentrates specifically on student attitudes cultivated by the interface design of a Web page upon student attitudes and achievement. Paradigms investigated in this light are based upon the subjective and emotional experiences of students during their interaction with the online environment during the learning process.

Such experiences include the comfort and enjoyment level of using the web-based environment, possible changes in these feelings with prolonged use, the perceived usefulness of web-based materials, the comparison of online and offline learning environments, preferred mode of delivery, etc. The study found a significant link between prolonged feelings of comfort and the perception of usefulness. Goolkasian (1989, p. 149) substantiates the generally positive attitude cultivated by and effective interface design. Goolkasian's focus is upon the implemented use of microcomputers in the laboratory of a psychological research facility.

Both instructors and students report an overwhelmingly positive experience, with elements such as hands-on experience, the value of data analysis, and the generally exciting nature of web-based instruction in the laboratory noted as particular points of interest. Additionally, the computerized laboratory has also been beneficial in encouraging independent research and demonstrations for more advanced courses. In a laboratory environment, however, Spivey (1983, p. 185) emphasizes that most students prefer a combination of offline and online activities in order to experience the full benefits of the course material.

The author warns that the Web environment cultivates the most positive attitudes in the majority of students when used in combination with offline instruction, particularly for a practical field such as experimental sciences. While this technology therefore adds a valuable element of excitement, it is also important to relate it to the practical experimental environment in certain subject areas. 3. Evaluation According to Spivey (1983, p. 185), evaluation should be connected to the course goals.

With the implementation of the online environment in the laboratory setup examined by the author, it was found that students perform better with the combination of online and offline learning than only in the offline setup. The author notes that the computerized environment is valuable in enhancing the positive experiences and attitudes of students in order to achieve more positive outcomes at the end of experimental psychology courses.

Satisfaction In the light of the contemporary paradigms of information technology and the increased emphasis upon the necessity of computer literacy in the workplace, it is perhaps little wonder that students experience great satisfaction with the implementation of web-based learning in the tertiary environment. 1. Pedagogical Framework According to a study by Enockson (1997, p. 113), participants experienced a high degree of satisfaction with the implemented online environment, particularly as it related to enhancing their computer literacy and skills.

Particularly, the technology, flexibility and individualization of these systems in terms of learning styles and time schedules were highly valued. Enockson emphasizes that the course materials investigated also resulted in a high level of student satisfaction. This indicates the importance of developing course materials that correlate well not only with the level of study, but also with materials in the offline environment and with student expectations. Indeed, the quality of such materials also enhances the level of student confidence and satisfaction with course presenters.

According to the author, students who experienced a high level of satisfaction with the course content concomitantly experienced a high level of confidence in the lecturers presented the courses involved. Liu (2005) addresses the correlation between student satisfaction and motivation. According to the author, students who experience a high level of satisfaction with the online materials also experience a higher level of motivation than those in the traditional classroom setup, which is vital in the eventual success of the outcomes.

In addition, students reporting satisfaction with online content also experienced satisfaction with the effectiveness of their learning, believing that they learned more than students who were not exposed to online learning. 2. Interface Design According to Enockson (1997, p. 114), interface design issues also relate to the level of satisfaction that students experience with online material. The ease of use of email systems for example generally tend to relate to high satisfaction levels.

According to the study, students find it extremely convenient to be able to contact instructors at any time according to their convenience and available time frame. This does away with the inconvenience of specific office hours or telephone availability. This satisfaction is however also related to the ability of the instructor to respond to email in a speedy fashion. In Enockson's study, for example, the instructor made an effort to consistently respond within 24 hours.

Students also experienced the online system as particularly convenient, as physical barriers to communication were eliminated, and students were able to set their own hours for instruction and communication. The time and costs of commuting are also eliminated by the use of such a system. This is the basic advantage of a generally online system of instruction as opposed to the combination system. 3. Evaluation According to Enockson's findings, no significantly negative findings resulted from the study in question.

Students experienced an overwhelmingly positive level of satisfaction with the online environment, of which the advantages far outweighed any potential disadvantages. It must be emphasized here that the quality of the online materials combined with the immediacy of response to communication and inquiries resulted in a high level of satisfaction. It should also be recognized that such satisfaction is often also correlative with the particular subject matter, learning styles and expectations of different students. Findings such as those by Enockson would therefore benefit from further and more comprehensive future study.

Summary There is little doubt that education today is experiencing a revolution. Technology in.