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Korinne Kornmann, Siboney Cordova, Jose Nunez & Janet Resendiz
What is web-based learning?
What is web-based learning?
Introduction
Immense advancements in technology have changed education. Technology can provide enhanced learning experiences that either complement a traditional classroom setting or even replace it entirely. Web-based learning, specifically, is an internet enabled learning process that makes learning more portable and flexible (Arenas-Gaitán et al., 2011). Web-based learning improves the broader realm of distance learning by utilizing new technologies to enhance the delivery and interaction of information between instructors and students (Cheng et al., 2017).
However, the increased presence of web-based learning has sparked conversations about its effectiveness compared to a typical brick and mortar classroom, especially when considering students’ diverse learning needs. Varying learning styles can play a significant role in a student’s success within a web-based learning environment (Chang & Ku, 2011). When discussing the effectiveness of web-based learning, it is important for educators to consider learner satisfaction, technology comfort levels and skills, and which types of students are overall best suited for a web-based learning environment. Additionally, it is imperative to consider an instructor’s self-efficacy when it comes to using web-based learning when determining its effectiveness. Although web-based learning is growing in popularity and provides learners with flexibility, there are possible shortcomings within this type of learning environment, and it is important for educators to gain a better understanding of the factors that impact instruction and learning (Chen, et al., 2013).
Research Question:
Research Question:
What types of students and educators are best suited for web-based learning?
Literature Search Strategy
The literature gathered for this review are empirical, peer-reviewed articles retrieved from the ERIC, EBSCO Education Full-Text, and EBSCO APA PsycInfo databases through the CSUF Pollak Library and Google Scholar. In addition, the search criteria was refined to include articles mostly published within the last decade. The keywords used in database searches were: web-based learning, learning strategy, learning style, learner satisfaction, and self-efficacy of teachers' technology skills . Four major themes emerged from the literature are: (a) the importance of user/learner satisfaction, (b) user/learner technology comfort level and skills, (c) learners best suited for web-based learning, and (d) self-efficacy of teachers and web-based learning.
The Importance of User/Learner Satisfaction
The Importance of User/Learner Satisfaction
In today's modern society, the internet and technology have become thoroughly integrated into everyday life and has changed the aspects of how the world is perceived. The adaptations of digital technology have significantly changed the ways in which people can learn. Through web-based learning, learners can now "interactively immerse themselves in the learning process by using smart devices, such as phones, mobile devices or computers" (Virtanen et al., 2017, p. 2566). Education has become widely accessible and convenient as learners can immerse themselves in their own learning anywhere and anytime. With this in mind, it is vital to understand the impact web-based learning has on learner satisfaction (Cheng et al., 2017). The level of satisfaction significantly affects the effectiveness of web-based curriculum and affects students' learning outcome (Cheng et al., 2017, Virtanen et al., 2017). The gathered data can aide instructors to gain a better understanding of their learners' abilities and skills; which, as a result, can help instructors customize context in order to meet the needs of their learners. Therefore, this section will analyze two important factors associated with learner satisfaction: student engagement and student interactivity.
Student Engagement
The integration of web-based learning has been demonstrated to have positive impacts on student engagement and student learning (Chen et al., 2010; Cheng et al., 2017; Virtanen et al., 2017). The benefit of utilizing digital technology promotes learners to become more involved as they are able to take more control of their own learning, nurturing them to become reflective learners. (Chen et al., 2010; Cheng et al., 2017). Learners are able to decide when, where, and how long to engage with different technological tools and applications. In addition, the delivery of information and learning materials is enhanced as a wide variety of resources and hands-on activities are available to stimulate student learning (Cheng et al., 2017). This enables all types of learners to become highly involved in content material as they are able to freely interact with information on their own and interact with information based on their academic level (Cheng et al., 2017). Plus, web-based curriculum can be updated at anytime making it possible for learners to easily access up-to-date information. Learners who become more involved in their own learning tend to have a higher level of satisfaction, which results in attaining a higher learning outcome (Chiu, 2007; Viertanen, 2015). Since, learners are able to interact with content based on their academic level and learning style, learners tend to have more of a positive attitude towards learning (Cheng et al., 2017). Cheng et al. (2017) also asserts that students' participating in web-based learning academically outperform their peers learning in a traditional classroom. Lastly, learners interacting in this learning environment increase critical-thinking skills, problem-solving skills, and collaboration skills (Chen et al., 2010; Cheng et al., 2017).
Student Interactivity
Interactivity can be defined as increasing learners' abilities and skills through animations, simulations, video, and audio (Violante & Vezzetti, 2015). In addition to student engagement, the success of web-based learning also relies on users' intention to continue to use web-base learning materials (Chiu et al., 2007). Violante & Vezzetti (2015) and Virtanen et al. (2017) assert high levels of interactivity contributes to learner satisfaction and attitude. Cheng et al. (2017) and Chiu (2007) asserts factors such as instructional design, information quality, and media features can affect learners' attitude towards using technological tools and applications. Learners who do not have a good understanding of using media features or do not understand the content of a web-based program tend to disengage from the learning program being used and become unmotivated to continue to learn (Chiu, 2007; Violante & Vezzetti, 2015). However, when having a good understanding of a learning program, learners have the opportunity to strengthen their learning abilities and push themselves to continue to learn. Furthermore, Violante & Vezzetti (2015) states web-based learning can only be meaningful and beneficial to learners when programs are implemented correctly. Moreover, learners utilize web-based learning programs to continue to enhance their own skills and knowledge, and expect to receive an outcome such as a reward, credits, or degrees (Chiu et al., 2007). When a learner is reward with meeting their learning goals, learners tend to be highly motivated to continue learning, increasing learner satisfaction (Chiu et al., 2007; Virtanen et al., 2017).
However, to ensure learners maintain high levels of engagement and satisfaction, Virtanen et al. (2017) states students should receive proper training, clear instructions, and receive constant feedback using technological tools and application on the web. For example, before encouraging learners to interactive independently in a learning application on the web, instructors should ensure their learners are aware of how to use the media features, understand the information presented, and comprehend the learning goals. Receiving support promotes students to ultimately become self-regulated learners as they are managing their efforts, time, and meeting their learning goals on their own (Virtanen et al., 2017). It is crucial to evaluate web-based learning programs and applications before motivating learners to immerse in them as it can highly affect learner satisfaction (Violante, 2015; Virtanen et al., 2017). Since learners become highly independent in web-based learning, it is also vital to ensure learners possess the skills and ability to navigate their technology.
User/Learner Technology Comfort Level & Skills
User/Learner Technology Comfort Level & Skills
The rapid expansion of web-based learning has raised concerns about the performance of students within the online learning environment (Ali et al., 2016). Compared to its brick and mortar counterpart, web-based learning lacks many of the structures and interactions seen within a traditional classroom setting (Horzum & Kaymak, 2013). As a result, student achievement during web-based learning relies heavily on a student’s ability to independently navigate through the online learning environment. Since web-based learning is an internet enabled learning process, learners taking part in web-based learning must be comfortable with technology, and possess the skills needed to utilize that technology. Technology comfort levels and skills can be further explained through the notions of learner readiness and self-regulation.
Learner Readiness
In order for students to be successful within a web-based learning environment, they must be ready to take on the tasks and responsibilities of online learning. Web-based learning environments encompass a drastically different learning design than traditional classroom settings (Ozen, et al., 2018). As a result, students must be comfortable with the distinct features of an online learning environment, which is also known as learner readiness. Learner readiness is defined as students being “ready for the experience of e-learning psychologically and mentally” (Ozen et al., 2018, p. 148). Learner readiness is a combination of students’ preferences for online learning, their ability and comfort to engage in electronic communication, and their ability to participate in autonomous learning (Ali et al., 2016).
These factors of web-based learning can be further understood through a focus on students’ behaviors and attitudes about their learning (Chen et al., 2010), which can also be described as motivation. When a student is motivated to engage in a web-based learning environment, they are more likely to succeed (Kirmizi, 2015). Furthermore, student motivation leads to increased satisfaction within the web-based learning environment, which also results in higher levels of student success (Chiu et al., 2007; Kirmizi, 2015; Virtanen et al., 2017). Readiness for web-based learning is also equated with both comfort and self-management, which leads to the idea of self-regulation also playing a key role in a learner’s technology abilities.
Self-Regulation
Web-based learning’s flexibility and portability requires students to be more independent with their learning. Since a web-based learning environment lacks many of the structures and interactions seen within a traditional classroom setting (Horzum & Kaymak, 2013), it is imperative that learners possess the ability to direct their own learning. This is especially true when the online learning environment is not highly teacher-centered, which requires students to take a more active role in their learning (Hung et al., 2010). Self-directed learning and learner control are key components of web-based learning (Ali et al., 2016), which can be further described as self-regulation. A self-regulated student must identify their own learning goals, adapt to the learning environment, and apply the skills necessary to succeed (Chang & Ku, 2011). Zacharis (2011) suggests that there is evidence to support the idea that self-regulated learners have the skills necessary to to be successful in a web-based learning environment. Since students participating in web-based learning are required to manage their own learning, these self-regulated learners find web-based learning more feasible than students who lack self-regulation skills (Zacharis, 2011). Overall, students participating in a web-based learning environment must have the necessary skills and familiarities needed to demonstrate success. Moreover, there are specific types of learners who possess these traits and are best suited for web-based learning.
Learners Best Suited for Web-Based Learning
Learners Best Suited for Web-Based Learning
Web-based learning environments have become increasingly pervasive, especially within the last two decades (Zacharis, 2011). Courses are not just being offered partially and fully online, as even face-to-face classes can sometimes contain online components that complement classroom learning (Zacharis, 2011). Just like teachers, students in web-based courses face some very unique challenges and situations (Ku & Chang, 2011). It is equally important to understand why students succeed and fail in web-based learning environments. Terrell (2002) and Zacharis (2011) have focused on understanding student cognition. Meanwhile, Ku and Chang (2011) and Wang et al. (2018) focus on specific learner characteristics that instructors and students alike need to consider.
Student Cognition
Terrell (2002) and Zacharis (2011) have placed a great deal of emphasis on understanding student cognition but more specifically learning styles. The term “learning styles” is highly complex and can take upon different meanings. Zacharis (2011) refers to learning styles as the different methods learners use to perceive, process, and conceptualize information. Ku and Chang (2011) refer to learning style as a type of strategy used for learning that occurs through the process of learning. Learning styles influence student learning in traditional face-to-face settings, but they may drastically affect student learning and performance in web-based learning environments (Ku & Chang, 2011). In order to find the students best suited for web-based learning, extensive research (Terrell, 2002; Zacharis, 2011) has been conducted to monitor this setting using Kolb’s Learning Style Inventory (LSI). Kolb theorizes that learners rely on four learning strategies: Concrete Experience (feeling), Abstract Conceptualization (thinking), Reflective Observation (watching), and Active Experimentation (doing) (Terrell, 2002). Participants in Terrell (2002) and Zacharis (2011) completed the Kolb LSI, which is an objective, self-scored instrument similar to that of a rating scale. An overwhelming majority of students trended within the following three categories: Reflective Observation (watching), Abstract Conceptualization (thinking), and Active Experimentation (doing). It is important to note that learning style is not a precursor to academic achievement (Wang et al., 2018). Ku and Chang (2011) state that although learning style is a relatively stable trait, learning strategies could be changed when facing various situations or tasks. Therefore, learning style is situational and students, for the most part, are able to adapt their personal learning styles in order to succeed in web-based learning environments (Ku & Chang, 2011).
Learner Characteristics
Web-based learners face a difficult transition of changing from traditional methods of learning to a system that may be completely new (Ku & Chang, 2011). Students must possess or develop specific characteristics in order to have success in web-based learning environments (Wang et al., 2018). Research (Wang et al., 2018) found that students who are confident in their learning abilities are able to successfully adapt their learning characteristics from traditional face-to-face settings to web-based learning environments. In addition, Ku and Chang (2011) found that students who exude high levels of self-regulation perform extremely well in web-based environments. Self-regulation refers to the ability to regulate one’s own emotions, thoughts, and behaviors (Ku & Chang, 2011). Students are more successful in web-based learning when they can follow a nonlinear structure as opposed to a sequential learning approach (Ku & Chang, 2011; Wang et al., 2018). In one study (Want et al., 2018), this was exemplified by students using an online hierarchical map to look up information based on their need as opposed to using a textbook which offers a fixed learning path. High achievers in web-based learning were also students who found enjoyment when engaging with the instructional materials (Wang et al., 2018). Wang et al. (2018) for example, found that mobile device web-based learners took pleasure in using the touch screen and voice input options offered by their devices to complete course activities. Additionally, Ku and Chang (2011) state that learning through visuals, can reap many benefits such as increased motivation and concentration. Regardless of the situation, successful learners are strategic in identifying the learning goal, integrating the proper learning style, and implementing the proper skills (Ku & Chang, 2011). However, caution is raised amongst learners in web-based environments. Ku and Chang (2011) state that anxiety is considerably high amongst first-time web-based learners. For example, research (Wang et al., 2011) noted that students with high technological anxiety felt less comfortable with their learning regardless of the device used (Wang et al., 2018). Research (Terrell, 2002) also found that students with a preference for personal interaction and specific learning needs may find that web-based learning environments often lack the support they require. Web-based learning opportunities contain considerable upside for some learners but it is important to keep in mind that not all are best suited for this type of learning environment.
Self-Efficacy and Technical Skills of Teachers
Self-Efficacy and Technical Skills of Teachers
When comparing the effectiveness of web-based learning versus traditional in-person instruction, it is important to understand how much a teacher’s own technological self-efficacy plays into the overall effectiveness of a web-based learning environment. Since the students are being guided through the process under the guidance of the teacher, his or her own comfort level both navigating through technology and introducing technology to the students is a large factor in the comparison of the two models. This can become a tricky landscape quickly when teachers do not have the proper training. Since technology changes so rapidly, a web-based teacher's understanding and skill set would be expected to evolve as quickly as the technology does (Huang & Russel, 2006). When examining a teacher's role in web-based learning, it is important to explore the aspects of both a teachers' overall readiness to become an online instructor and the key attributes of an online educator that make for higher overall student satisfaction and success.
Teacher Readiness
In the present 2021 climate, there were a lot of teachers thrown into teaching in an online environment who did not have the technology skills necessary to be successful. While this was in response to the COVID-19 Pandemic and was classified as "emergency distance learning," it highlighted a very important fact about the web-based learning space. Simply put, in order for teachers to be successful web-based educators, they must be competent to meet the demands of the online learning environment. Ozturk et al. (2018) detailed a study in which 493 teachers taught courses in a college-level web-based learning format. Students gave feedback about their experience in relation to their teachers' effectiveness as an educator. The study showed that there was a direct correlation between the readiness level of the teacher with the satisfaction rating from the students. It further asserted that teachers who are competent and confident on the computer themselves make the process of web-based learning more seamless for their students.
In another study, teachers were surveyed both before and after they received extensive training on skills necessary for effective web-based learning. Teachers noted the difference they felt after being given the education necessary to thrive in a web-based learning environment (Li & Cheung, 2021). In fact, the teachers involved in the study said that after the two semesters of the training program they "felt that they would be able to establish routines, gauge comprehension, promote critical thinking, foster creativity, get students to follow rules, meet deadlines, improve student understanding, and convey expectations, standards, and rules" (Li & Cheung, 2021, p. 4). All of the above-mentioned goals the teachers felt that they could accomplish after their multiple trainings show the importance of a web-based teacher being thoroughly vetted and prepped before they take on the role of a web-based educator.
Key Attributes
Knowing that teacher readiness directly correlates to effective web-based learning does not provide a full picture of the pathway to web-based learning success for educators. It is now important to also address specific key attributes that a web-based educator must have in order to be successful in the online or web-based environment.
The first key attribute a web-based teacher must possess is the ability to make his or her class feel like a community. Rose (2018) detailed that a web-based educator should incorporate daily tasks online that provide a sense of introduction of each student as well as the opportunity for the teacher to share personal facts too. This allows for the students to have face time and feel connected to their peers, even if they are not in the same room. Bangert (2008) detailed similar suggestions and called this creating a "teacher presence." He asserts that web-based teachers must work harder to make their presence known and felt because the screen is a barrier. He suggested web-based teachers provide moments every single day that gives time to connect the students in a social setting.
Another key attribute for an effective web-based educator was described as allowing students to create an online "social presence" (Howard, 2015). This means that the students need to feel the ways in which they are contributing to the class. This could be provided by giving time to share with peers, organizing Zoom breakout rooms, or moments where the students are doing most of the talking instead of the teacher (Howard, 2015). Allowing for a student to feel both personally connected to the teacher and socially connected to the class are two ways in which learner happiness and satisfaction go up.
A final notable attribute for educator success in web-based learning is the ability to vary pedagogy (Rose, 2018). Due to the nature of the space, there are limitless options for online educators in relation to how they display their information. Rose (2018) detailed how important it is for educators to not use the same form, such as Powerpoint or Google Slides, for all lessons. It was also mentioned that learners reported being more engaged when their teachers utilized experiences like bringing in experts via video chat or setting up a virtual field trip. Additionally, chunking information into smaller amounts was noted in relation to varying pedagogy. Students are more likely to fatigue looking at the screen for long increments of time (Rose, 2018). Although there are more attributes that make up an effective web-based educator, the ones mentioned were described as the "key" attributes. Overall, by looking at the key attributes, as well as teacher readiness, it is safe to conclude that being an effective web-based educator requires a specialized set of skills.
Summary & Discussion
Summary & Discussion
This literature review examined which students and educators would be best suited for web-based learning. This question was examined by looking into the types of learners who would be technologically savvy enough for, and emotionally satisfied by web-based learning, and the educators who have self-efficacy and technical skills. It can be asserted through this literature review that if the four categories detailed (satisfied learners, technologically capable learners, well-suited learners, and competent educators) are all well established in a web-based learning environment, both the teacher and the student would be set up to have a successful and beneficial learning experience.
First, assessing learner satisfaction is an important element to consider in order to establish an affluent web-based learning environment. Many learners report they are more likely to participate in web-based learning to enhance their learning and increase communication with their peers and instructors (Chen et al. 2010). Even though learners willfully partake in web-based learning, challenges with the use of technology or course design can negatively affect learner satisfaction (Chen et al., 2010; Chiu et al., 2007; Virtanen et al., 2017). Its imperative to constantly promote highly levels of student engagement and interactivity. Not only do learners become more involved in their own learning with the availability of resources online, but they also get to enjoy learning as they are learning on their own merits (Chen, 2010). To be successful, instructors should ensure learners are supported throughout their learning process with constant feedback, providing clear instructions, and ensuring students understand how to navigate web-based tools.
As factors of learner satisfaction provide insight on a student’s performance, it is imperative to also consider students’ technology comfort level and skills as additional success factors within a web-based learning environment. However, fostering appropriate learner readiness and self-regulation skills within a web-based learning environment can be a difficult task. Since learner readiness involves a student’s psychological and mental preparedness, as well as their preferences, comfort, abilities, attitudes, and behaviors (Ali et al., 2016; Chen, et al., 2010; Ozen, et al., 2018), it is not necessarily something that can be explicitly taught. Learner readiness is more of a distinct characteristic and it is something a learner must inherently possess on their own. On the other hand, self-regulation skills can be modeled and communicated by an instructor, but they can still be a difficult aspect for students to grasp. Although self-regulation skills lead to a student’s success within a web-based learning environment (Ali et al., 2016; Chang & Ku, 2011; Chen et al., 2010; Zacharis, 2011), many students still experience difficulties during web-based learning due to the lessened amount of structure and interactions that occur online compared to a traditional classroom setting.
Although the literature supports that successful web-based learners possess certain skills and comfort levels with technology, identifying the learners best suited for web-based learning can still be a tedious process. Terrell (2002) and Zacharis (2011) both adhered to Kolb’s LSI, while Wang et al. (2018) utilized the techniques of Gordon Pask’s Holism and Serialism model. Ku and Chang (2011) assert that students who learn by taking a global approach are more successful than those who are classified as sequential learners. Other research (Terrell, 2002), suggested that web-based learning environments may not be suitable for students who prefer concrete experiences and personal interaction. Nonetheless, it was also found that most learners in web-based environments can be successful regardless of their learning style preferences, as this can be adjusted through training and practice (Ku & Chang, 2011; Zacharis, 2011).
Just as identifying the right learners for web-based learning can be a tedious process, finding the right educators for the job can be equally difficult. As Rose (2018) detailed, educators who are more stuck in their ways do not perform well in a web-based learning environment. Educators who can vary the formats that they use for teaching find great success in web-based learning because they can hold the attention of learners that they are not managing in person. An effective web-based educator would need to be someone who is both open to new formats and who also has the technical skills to learn any new formats that might come up. Additionally, it was determined that having basic technology skills would not be sufficient in the web-based learning space. As Li & Cheung (2021) found, educators who had received proper and adequate technology training reported greater success as opposed to those who did not. Teacher readiness proves to be a major factor in the question of who is best suited to teach in a web-based learning environment. It is not a job that an educator would succeed in without the necessary training, skill-set, and confidence.
Although the reviewed literature did share several implications on what students and educators are best suited for web-based learning, there are a number of other factors that can be explored. For example, this review of literature analyzed factors that contributed to learners in higher education. Further research must be conducted to assess other students, such as students in elementary and secondary institutions. It is pivotal to continue to examine the causality of this overall research. Chen et al. (2010) asserts that even though the research suggests that learners who "use online technology are more engaged, it is possible that more engaged students tend to use learning technology more" (p.1230). It is also important to take into consideration the sample size analyzed in the research. The amount of participant being assessed can significantly affect the validity of the research. Lastly, further research must be conducted to ensure the outcome of the research is consistent throughout various subjects (e.g., math, language arts, science, etc.).
References
References
Ali, A., Buzdar, M. A., & Tariq, U. H. (2016). Emotional intelligence as a determinant of readiness for online learning. International Review of Research in Open and Distributed Learning, 17(1), 148-158.
Arenas-Gaitán, J., Ramírez-Correa, P., & Rondán-Cataluña, F. J. (2011). Cross cultural analysis of the use and perceptions of web based learning systems. Computers & Education, 57, 1762-1774.
Bangert, A. (2008). The influence of social presence and teaching presence on the quality of online critical inquiry. Journal of Computing in Higher Education, 20(1), 34–61.
Chang, C., & Ku, D. T. (2011). The effect of academic discipline and gender difference on Taiwanese college students' learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265-272.
Chen, C. H., Chien, C., Hung, M. L., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
Chen, Y. C., Lin, Y. C., Lou, S. J., & Yeh, R. C. (2013). What drives a successful web-based learning environment? An empirical investigation of the critical factors influencing college students' learning satisfaction. Procedia - Social and Behavioral Sciences, 103, 1327-1336.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232.
Cheng, F. F., Chiu, C. C., Tsaih, D. C., & Wu, C. S. (2017). The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system. Library Hi Tech, 35(4), 473-489.
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Kirmizi, Ö. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. Turkish Online Journal of Educational Technology, 14(1), 133-142.
Li, K., & Cheung, R. (2021). Pre-service Teachers' Self-efficacy in Implementing Inclusive Education in Hong Kong: The roles of attitudes, sentiments, and concerns. International Journal of Disability, Development, and Education, 68(2), 259–269.
Ozturk, D., Ozturk, F., & Ozen, R. (2018). The relationship between prospective teachers' readiness and satisfactions about web-based distance education. The Turkish Online Journal of Distance Education TOJDE, 19(1), 147–162.
Rose, M. (2018). What are some key attributes of effective online teachers? Journal of Open, Flexible, and Distance Learning, 22(2), 32–48.
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Zacharis, N. Z. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42(5), 790-800.
Group Literature Review Roles
Introduction: Everyone
Theme 1: The Importance of User/Learner Satisfaction (Janet)
Theme 2: Technology Comfort Levels & Skills (Siboney)
Theme 3: Learners Best Suited for Web-Based Learning (Jose)
Theme 4: Self Efficacy of Teachers & Web-Based Learning (Korinne)
Summary & Discussion: Everyone
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