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ERIC Number: EJ1011673
Record Type: Journal
Publication Date: 2013-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1093-023X
Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited
Kay, Robin
Journal of Interactive Learning Research, v24 n1 p33-51 Jan 2013
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333) and secondary (n = 389) school student attitudes (learning, design, and engagement) and learning performance (remembering, understanding, and application tasks) with respect to WBLTs. Students rated WBLTs with a direct instruction architecture significantly higher than WBLTs with a constructive-based architecture in the areas of learning effectiveness, design, and engagement. Students also commented that a direct instruction format had better organization and visual supports, higher quality graphics and animations, and superior help features. Students performed significantly better in the understanding and application knowledge categories when a direct instruction format was employed. No significant differences were observed between direct instruction and constructive-based architectures with respect to the remembering knowledge category. It is speculated that a direct-instruction design may be better suited to younger students who are learning basic level concepts, although more research is needed to explore higher level knowledge areas. (Contains 6 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A