#25409
We present a framework for web-based learning design, which consists of seven basic components: directionality, usability, consistency, interactivity, multi-modality, adaptability, and accountability. We propose that effective design begins with a clear delineation of the intended audience, usage context, and learning goals and that all further design occurs within the context of these factors (i.e. directionality). The design factors themselves can be seen as representing the fundamental contrasting goals of simplicity (usability and consistency) and complexity (interactivity, multi-modality, and adaptability). We propose that effective design consists of the proper balance of simplicity and complexity. Finally, design should include an evaluation component (accountability), which should in turn impact design modification via feedback. We review research that relates to the components of the framework, including a recent assessment on Web-Based modules as part of the PsychConnections project. We also pose recommendations and provide examples from the Smart Engineering Project and other instructional multi-media developed under the auspices of the Instructional Software Development Center at the University of Missouri-Rolla.
Hall, Richard H., Steve E. Watkins, Robert Davis, Abdeldjelil Belarbi and K. Chandrashekhara. University of Missouri-Rolla (2003). Articles>Education>Online
#25405
The purpose of this experiment was to examine the effect of different web page text/background color combinations on users' retention and subjective perception. One hundred and thirty-six participants were randomly assigned to one of four groups: black text on a white background (BW), white on black (WB), light blue on dark blue (B), or teal on black (TB). They then studied two Web pages, with a color combination consistent with their group assignment. One page contained information on the Neuron and the other consisted of information on a fictitious TV/DVD player. After studying each page they completed a quiz and survey. Analysis of the data indicated: a) Retention scores did not differ as a function of text/background color combinations; b) BW and B pages received the highest ratings for readability, and TB the lowest; c) B pages received the highest ratings for the aesthetic qualities; d) BW pages were perceived as most 'professional'; e) Subjective readability ratings significantly predicted retention; and f) Users view 'professionalism' as more strongly related to readability than aesthetics. Taken together, these results indicate that the relationship between font/background color combinations and outcomes is complex and often inconsistent with web guidelines posed by 'web gurus'.
Hall, Richard H. and Patrick Hanna. University of Missouri-Rolla (2003). Design>Web Design>Usability>Color
#25404
Guided Surfing: A Multimethod Assessment of a Layered Hypermap WWW Interface 
A multi-level hypermap interface was created for the display of world wide web pages relevant to an undergraduate class in Sensation and Perception. Assessment of the interface consisted of two experiments. Results indicated that the guides encourage students to broaden the focus of their search. Further, the guides do not appear to be particularly effective for enhancing the acquisition of detailed-factual knowledge. Over all, students subjective reactions to the guides were positive. In particular, they perceived the guides as making the search project more efficient, and providing the learner with 'big picture', conceptual knowledge.
Hall, Richard H. and Eric L. Stocks. University of Missouri-Rolla (1998). Articles>Web Design>Education
#25403
Although the World Wide Web has great potential as an educational tool, and many educational practitioners have begun utilizing the Web in many ways (e.g., Dodge, 1995; Logan, 1996; Mounts, 1996; Weiler, 1996), as yet, there has not been much systematic, theory based, research aimed at examining these methods. The principal purpose of this experiment was to begin to address the issue of how best to structure an interface between learners and the vast jumble of resources at their disposal on the Web. The need for the development and investigation of such an interface is indicated by research, which has found that some degree of learner guidance is particularly important in effective web learning (Anderson & Joerg, 1996).
Hall, Richard H. University of Missouri-Rolla (1997). Articles>Web Design>Education>Usability
#25406
A Model of Web Based Design for Learning 
Reviews a model that serves as a framework for the design of web-based learning environments. The model consists of seven basic components: directionality, usability, consistency, interactivity, multi-modality, adaptability, and accountability. We propose that effective design begins with a clear delineation of the intended audience, usage context, and learning goals and that all further design occurs within the context of these factors (i.e., directionality). The design factors themselves can be seen as representing the fundamental contrasting goals of simplicity (usability and consistency) and complexity (interactivity, multi-modality, and adaptability). We propose that effective design consists of the proper balance of simplicity and complexity. We also introduce a method we refer to as “progressive complexity”, which is one potential method of achieving such a balance effectively, by offering the user a systematic set of options. Finally, design should include an evaluation component (accountability), which should in turn impact design modification via feedback. Evaluation, within this model, consists of learner variables, experimental methodology, outcomes, and measures. We review research that relates to the components of the framework, and also pose recommendations for development.
Hall, Richard H., Steve E. Watkins and Vicky M. Eller. University of Missouri-Rolla (2003). Articles>Education>Online
