Teaching and Technology Web-Based Learning

Teaching and Technology Web-Based Learning Results and Outcomes The impact of the Internet in general and Web 2.0 technologies (Weinberger, 19) nurturing and leading to the exponential rise in social networking (Bernoff, Li, 36) is also serving as a useful foundation for the development of teaching strategies that can be tailored to the specific needs of students. Commonly called scaffolding (Najjar, 36) this approach to creating individualized work plans for students is making a significant contribution to students' ability to retain knowledge for the long-term.

The combined effects of scaffolding based on Web 2.0-based technologies have empirically proven to be more effective than rote memorization exercises as well (Najjar, 36, 37). One study specifically addresses the use of Web 2.0-based technologies on the ability of students to learn more effectively through the use of technologies is "Instructional Strategies and Methods of e-Learning for Nurturing Appreciative, Expressive, and Creative Abilities" (Lin, Lin, et.al.). The methodology and conclusions of this study are briefly analyzed here.

Methodology and Conclusion Analysis The methodology consisted of a sample base of thirty five educational professionals including instructors and teachers in elementary and junior high schools throughout Taiwan. The researchers delivered the surveys in person to the thirty five respondents and requested them back within a few weeks. As is customary in Taiwan, a small gift was included with the questionnaire as a thank you to the respondents.

The questionnaire included nominal and interval-based data including 5 point Likert scales that were used for measuring the educators' attitudinal judgments of Web-based teaching and its effectiveness. The authors show the methodology in Figure 3 of their paper (Lin, Lin, 205). After having evaluating additional research on this topic (Haung, Behara, 332) it became evident that the study, while well-intentioned and thoroughly defined, the methodology invited sampling error and respondent self-selection bias as well.

Instructors were likely to over-rate and provide socially acceptable responses to their effectiveness using Web 2.0 technologies in general and define optimal levels of performance on Likert measures vs. actual. The sample size is so small and concentrated that it is possible that intra-respondent bias was also present. Finally, the results provide support for the Internet in general and social networking applications specifically supporting appreciative, expressive and creative abilities yet fails to actually define how these strategies can be attained based on the research.

The result is a study that reflects more of a consensus across the teaching profession than a rejection or critique of rote memorization and the embracing of scaffolding as a teaching strategy. It is disappointing that the research is not more robust and focused on getting past the obvious conclusions, stating instructors need to sharpen their online teaching skills. The most critical questions of how to create effective scaffolding strategies for each student using the new tools available from Web 2.0-based technologies goes unanswered.

There is also the lack of charting and analysis of the Likert data from a multidimensional scaling or perceptual mapping standpoint. This would have made the data easily visualized and useful for creating more effective online teaching strategies as well. Finally the authors don't.