The Role of Learning Strategies in Web-Based Instruction

Abstract Web-based instruction, a non-linear hypermedia and/or hypertext learning technology, offers educators a method to deliver instruction that may enhance the learning process. However, educators are still inquiring why some learners may benefit more than do others. Therefore, the purpose of this paper is to review current research studies examining the role of different learning strategies employed by learners and report how these strategies influence students' failures or successes in acquiring information presented through Web-based instruction. Research studies reviewed reported effective learning strategies play a significant role in academic achievement. However, this paper concludes more research is needed to identify which learning strategies are most effective for high academic achievers involved in Web-based instruction. ********* Background: Relevant Pedagogical Issues in Web-based Learning The rapid evolution of computer and Internet technologies over the past few years has transformed the World Wide Web (WWW), a global library of multimedia documents, into perhaps the most economical and democratic medium for learning and teaching at a distance. The Web has become an increasingly powerful, ubiquitous, interactive, and dynamic medium for sharing information; it provides educators with the opportunity to develop new learning experiences for students not previously possible (Stair, 1997). Additionally, Web-based instruction furnishes an innovative method for delivering instructional materials to geographically dispersed learners using the Web as the catalyst. Most Web-based instruction has two prominent forms: hypertext and hypermedia instructional formats that utilize the numerous attributes and existing resources of the World Wide Web to create a richer, meaningful environment in which learning is fostered and supported (O'Hanlon, 1999). However, here lies the caveat: students must employ effective learning strategies in order to be academically successful in this new, yet often challenging learning environment. As a greater number of institutions of higher learning incorporate Webbased instruction into their curriculums, educators are asking important questions such as 1) Which learning strategies are successful in Web-based instruction? , 2) Are there certain learning strategies being used with success in traditional classroom instruction transferable to Web-based instruction? , 3) Is there a whole new set of learning strategies that must be used by students in this new learning environment, and 4) If Web-based instruction does require new learning strategies, how do we teach them to our students? Definitions In order to provide a background for this paper, working definitions of key terms are presented to avoid ambiguity for the reader. While these common terms may be defined differently than those typically found, they provide a common basis for understanding this article. Hypermedia Hypermedia systems are computer-based software modules, which may combine text, images, sound and video. While hypermedia was once confined to CD-ROM and videodisk medium, the Web is now becoming more capable of delivering hypermedia learning modules. These systems are designed, as non-linear, reticulate structures of linked ideas, with no predefined path to traverse when navigating through a mesh of information. This unique characteristic of hypermedia allows for a high degree of learner control. Therefore, learners are free to select which learning strategy or strategies are the most effective and efficient at achieving learning tasks (Wilhelm, Fiedemann & Erickson, 1998). Nevertheless, as with Web-based learning, all students may not have the requisite learning skills to benefit from this type of learning environment. Hypertext A hypertext system works like a database that stores text-based learning materials. …