Dr. Man-Gon Park

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Web-based Courseware Development Process
Dr. Man-Gon Park
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Contents

• 1. Introduction
• 2. Interaction in Web-based
• Teaching and Learning
• 3. The ADDIE Web-based Courseware
• Development Process
• 4. Analysis Phase
• 5. Design Phase
• 6. Development Phase
• 7. Implementation and
• Evaluation Phases
• 8. Conclusions

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1. Introduction
Web-based courseware development is (1) an
expensive, (2) time-consuming activity,
(3) and requires expertise.
A courseware package for web-based instruction
covering about one hour of lecture material
usually requires 150 to 300 hours of development
effort.
The cost and effort of production becomes
justifiable when the web-based courseware is
utilized by a large number of students and
teachers.
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Now the issues in the field of web-based
courseware development are as follows
(1) Is the courseware to achieve the objectives
of the lesson? (2) Is a generic courseware? Can
it be used in more than on situation? (3) How do
we make the courseware flexible so that it can be
used by different teachers with different
teaching styles? (4) Is the courseware? Can it be
used in more than one situation? (5) Should the
courseware be designed by ad single person or by
a group of persons? If is a group design, what
should be the composition of the group? (6) Can
the courseware hold the attention of the
students? Can it simulate their thinking? (7) Who
will design the courseware?
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The web-based courseware will be utilized by a
large number of teachers and students only when
(1) when it is curricular relevant, (2)
effective in achieving the instructional
objectives (3) and is flexible enough for
integration into different instructional
methods/styles and for use is a variety of
situations on the web space.
The design of web-based courseware should
incorporate necessary flexibility to use the
package in different situations and with
different styles of teaching on the web space.
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(8) What kinds of tools should be used for the
cost-effective development of the web-based
courseware? (9) What kinds of delivery systems
will be used for developing and target
systems? (10) What kinds of languages should be
used for the representation of hypertexts and
hypermedia to be implemented to instructional
materials?
In this paper, we describe the development
process for web-based courseware systems in terms
of the cost-effectiveness and reducing
development efforts according to the traditional
software development process.
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2. Interaction in Web-based Teaching and Learning
While it is a widely held belief that a high
level of interaction is desirable and positively
affects the effectiveness of education, it is not
clear form research or evaluation data that
interaction improves the quality of learning in
most distance education programs.
Teachers and Learners
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King and Doerfert(1996)
? What research does indicate is that interaction
is important for various types of learning, is
important to learning satisfaction, and assists
in maintaining the persistence of distance
students. ? Additionally, interaction is
central to the expectations of teachers and
learners in education, and to that extent it is a
primary goal of the educational process. ?
Certainly, for these reasons and to provide the
necessary feedback between learner and teacher,
interaction will continue to be seen as a
critical component of formal education,
regardless of whether there is research showing a
direct link to increased effectiveness.
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Gilber Moore(1998) and Weller(1988)
Interaction is two-way communication among two or
more people within a learning context, with the
purposes either task/instructional completion or
social relationship-building, that includes a
means for teacher and learner to receive feedback
and for adaptation to occur based upon
information and activities with which the
participants are engaged.
Interaction is two-way communication
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To examine more closely the role of interaction
in teaching and learning, the definition will be
broadened somewhat to include such things as
interaction with the content of the instruction
and intra-personal reflection integrating new
knowledge with experience.
The interaction involves complex activities by
the learner, such as engaging and reflecting,
annotating, questioning, answering, pacing,
elaborating, discussing, inquiring, problem
solving, linking, constructing, analyzing,
evaluating, and synthesizing (among others).
It is most important to develop the web-based
courseware with interaction for teaching and
learning on the web environment.
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3. The ADDIE Web-based Courseware Development
Process
Web-based courseware development process is the
systematic approach to the

• A (Analysis)
• D (Design)
• D (Development)
• I (Implementation), and
• E (Evaluation) phases

ADDIE
of learning materials and activities based on the
world-wide web.
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Instructional design aims for a
learner-centered rather than the traditional
teacher-centered approach to instruction, so that
effective learning can take place.
Sequencing
Content
Learning outcomes
Methods
Assessment
ltFig. 1gt Learning Outcomes and instruction
components
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As the materials progress higher up the scale
in complexity (for example lecture handouts and
study guides are at the bottom end, while videos
and interactive multimedia are at the top) so
also the instructional design increases in
importance and complexity.
At the top end of the scale it is vitally
important that detailed analysis and design of
the instructional material has been undertaken,
before development work commences. Much time,
money and effort can be wasted if any aspect of
the project has not been thought out adequately
and has to be changed once the courseware
development or filming is underway.
At the lower end of the scale, design and
development takes place simultaneously since it
may only consist of a lesson plan.
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4. Analysis Phase
The web-based courseware packages are developed
by a team of (1) teachers, (2)
curriculum developers (curriculum specialists),
(3) instructional designers (Education
Technoloist), (4) contents publishers
(graphic artists), (5) and web programmers.
The team is generally led by a person with
adequate experience (1) in the development of
CAL, Authoring systems, web technology (2)
and in the instructional process.
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When a group of persons are involved in the
process of design and development of the
courseware, the technique of brain storming may
be used to generate ideas, and these ideas may be
refined by the group.
When an individual develops the package, the
initial idea may be discussed with his/her peers
and suggestions may be solicited. These
suggestions may be considered while refining the
idea.
Although the nature and character of a package
may change during development, the soundness of
the initial idea is important for a good and
purposeful courseware.
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In the analysis phase of web-based courseware
development, we have to define, know, determine
and set by the team of development in the
followings.
? Find out our learners. Who your audience is
what they already know what are their learning
characteristics what they need or want learn
why they need it and in what environment will
they apply the learning. ? Define the need for,
and the general aim or purpose of, the
course/subject/lecture. This is the overall goal
or rationale for the course. What knowledge,
skills and attitudes need to be taught? ?
Determine what must be taught in order to safety
the learners needs. ? Set the scope of the
content to be covered in terms of required,
number of lessons and topic areas.
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5. Design Phase
The design team proceeds with the complete
detailed design and produces the web documents.
The nine activities of the design team will be as
follows
? write the objectives of the lesson/courseware
to be prepared. ? identify how the courseware
will be used in the teaching and learning on the
web environment. ? discuss and refine the
teaching strategies to be incorporated into the
lesson. ? identify the target group that would
use the courseware and its characteristics.
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? identify the areas of curriculum that are
covered by the software. ? identify the student
activity while using the web-based courseware. ?
identify the role of the teacher in the use of
the web-based courseware package. ? develop rough
script on Format 1 and review it. ? prepare
final script using Format 2.
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1. Name of the Author 2. Name of the Web-based
courseware 3. Major area of the web-based
courseware 4. Target group 5. Style of use of
web-based courseware 6. Duration, if the
web-based courseware contents are delivered as
lecture 7. Objective 1 ? Instructional
strategy ? Teacher activity ?
Learning/Student activity ? Brief Content
outlines ? Test for the achievement of
Objectives ? Hypertexts and Hypermedia/User
I/F/C Computational models used
ltTab.2gt Format 1
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1. Name of the author 2. Name of the web-based
courseware package 3. Total numbers of web
pages 4. Date 5. Current web page number 6.
Test audit information 7. Sources
information 8. Requirements of software,
hardware and network systems 9. Navigation
information 10. Screen layout 11. Links and
anchors in web pages 12. Instruction to web
programmers (color, fornt, timing, size, etc) 13.
Comments 14. Multimedia (Texts, Graphics,
Animation, Stil images, Moving images, and
Sounds) 15. Instructions to the student 16.
Student responses with interaction 17. Bulletin
board and discussion group
ltTab.2gt Format 2
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The design team develops the rough outline of
the Format 1. The script contains
information of all the critical sections and the
way it will be presented to the learners. The
team reviews the rough script critically in terms
of teaching style, graphics to be incorporated,
subject matter, user interface and computational
aspects. Once this is done a detailed script
is developed on Format 2. The script is
reviewed and finalized.
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6. Development Phase
As the main coding of key modules specified in
the web document takes place, screen designs are
produced, links and anchors in web pages are
assigned, and the initial user interface is
tested. Even though, it is the web programmer
who is involved in the development or coding
phase, the design team plays a very important
role by reviewing the web-based courseware
regularly from the validity and impact points of
view. The web-programmer tests the model at
the extreme limits of the variables to see if
realistic results are produced. The
development group may also debate in great detail
the educational objectives in order to clarify
which of the objectives the model must achieve.
This will help in simplifying the models.
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Trial evaluation sheets are written emphasis on
the sections covering the subject matter and
learning aims intended by the developers. The
web documentation coded by a specified language
need to be welded together by cross-referencing.
screen dumps are taken for incorporation into
the documentation. The web programmer may
bring to the notice of the development team
features of the package that are not feasible for
development, due to particular hardware and
communication networking constraints or software
constrains.
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7. Implementation and Evaluation Phases
Implementation may involve teaching learners
how to make the best use of interactive learning
materials, presenting or coordinating and
managing a distance learning programs through
web-based courseware systems.
Evaluation by both teachers and learners can
provide the basis for improvement and development
of the web-based instruction.
The testing is essentially on three fronts
namely effectiveness of the web-based courseware
package in the instructional environment, user
friendliness and robustness, and finally the
validity of the content. The effectiveness is
tested by peers, teachers and the learners.
The user friendliness is tested by the students
and robustness by the students and web
programmers.
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The content validity is tested by the subject
experts and peer groups.
The web-based courseware that is to be tested
and the documentation, forming complete unit, are
uploaded to the web server system.
Through the bulletin board and discussion
group prepared by web programmers, learners will
give their evaluated options to these pages.
The web-based courseware can be reviewed by the
design team, and modified by web programmers.
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8. Conclusions
Web-based distance education in the
industrialized countries has seen dramatic
changes in delivery technologies over the past
several years.
Computer-meditated communication and the WWW
allow significantly faster interaction between
learners and teachers and among learners during
teaching and learning compared with the
correspondence or mass communication models of
distance education based on Internet.
Interaction is most important for various types
of learning, and learning satisfaction, and
maintaining the persistence of distance students.
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Web-based courseware development process is the
systematic approach to the analysis, design,
development, implementation, and evaluation
phases of learning materials and activities based
on the world-wide web.
This paper describes the web-based courseware
development process for distance teaching and
learning in terms of the cost-effectiveness and
reducing development efforts according to
adoption of the traditional software development
process because web-based courseware is also
software system that can be development under the
web environment.
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Thank You!