Navigating on the web: a qualitative analysis of the instructional material
from a distance education course
University of Brasília - Brazil
Authors:
Carolina Catunda
Presenter:
Institute of Psychology
Rafaella Andrade
Raphael Andrade
Vanessa Brixi
Impacto: Research on Training and Organizatons of Work
Gardênia Abbad
4 – RESULTS
1 - ABSTRACT
This report is a summary of the evaluation process of a distance course
instructional material. Making use of a checklist, researchers examined the course in
terms of adequacy of instructional objectives, instructional strategies, evaluation
strategies, planning, sequence of content, and information sources. The results of the
analysis have shown that a carefully planned evaluation of the instructional material
may function as an information source for adjusting distance courses.
2 - INTRODUCTION
Concerning organizations of work, training is defined as a system including:
examining the existing need for training, planing the learning situation, and
evaluating the whole training system. Evaluation is the phase responsible for
generating feedback to the instructional system (Borges-Andrade, 1995). Information
raised by the evaluation process grounds the decisions about what modifications
should take place in order to increase the training’s effectiveness.
Gains:
Most of the objectives were written in
terms of observable behaviors, and
presented precise verbs that focused on
the learners needs.
Concerning navigability, the course
allowed flexibility, that is, learners could
easily shift from one section to another.
Clear presentation of the content, and
variety of simulation activities, which
may facilitate the learning process
immensely.
The learner was free to chose which
module/lesson should be fulfilled first.
Drawbacks:
The content was considered outdated,
once there were examples of web
resources that are not so commonly
used anymore (e.g.: ICQ — an instant
messaging tool).
Although there was a CD ROM version,
exercises were available in the printed
version only, limiting the use of the
different
content
transference
strategies.
Considering the exercises complexity:
exercises did not match the complexity
of the learning goals in the course.
There was little guidance in the graphic
interface about the sequence of the
content through the modules/lessons.
In order to evaluate the didactic material of a distance education course,
researchers based their analysis on Bloom’s Taxonomy of Educational Objectives
(Abbad, G. S & Borges-Andrade, J. E., 2004) and Gagné’s Instructional Approach
(1985 e 1988).
5 – DISCUSSION
6 – RECOMMENDATIONS
3 - METHOD
 Although well-evaluated in many aspects,
 The results of the analysis have
What was the object?
the
shown that a carefully planned
 The course consisted of instructing how to use web tools in order to navigate on
concerning the exercises complexity: the
evaluation
the internet; there were two available versions for such material: CD ROM and
objectives were in a more complex level
material
than that achieved by the exercises.
information source for adjusting
printed. Although the course was completely done at distance (20h), the final
learning evaluation was at presence.
 Main goal: to define the central concepts related to internet language as well as to
course
still
needed
improvement
of
may
the
instructional
function
as
an
distance courses.
its functioning, and also make use of diverse softwares linked to navigating on the
 There was a noticeable need for updating
web.
information in the course.
 Such procedures are probably of
great contribution for further data
Who participated of the course?
Students from technical education programs in the Informatics.
What were the evaluation Tools?
 The Analysis of the Didactic Material Checklist
 Also, there should be exercises on both
analysis related to reaction and
versions of the didactic material, so that
learning, as well as for creating
both choices are compatible to the main
effective
goals of the course.
Instructional Psychology fields.
solutions
to
the
Such tool guides researchers' examination of adequacy of instructional objectives,
instructional strategies, evaluation strategies, planning, sequence of content, and
7 – REFERENCES
information sources (34 items).
Abbad, G.S. & Borges-Andrade, J.E. (2004) Aprendizagem Humana em Organizações e Trabalho.
How was it done?
Em: Zanelli, Borges-Andrade & Bastos (orgs) Psicologia, Organizações e Trabalho no
 Didactic Material Reading;
Brasil, p. 237-275. Artmed: Porto Alegre, RS.
 Going through all the lessons and exercises;
 Taking notes on aspects that should be improved (storyboard);
 Following the Analysis of the Didactic Material Checklist.
Gagné, R. M. (1988). Essencials of learning for instrucion. 2 ed. Englewood Cliffs: Prentice
Hall.
Gagné, R. M. (1985). The conditions of learning and theory of instrucion. 4ed. Nova Iorque:
Rinehart and Wiston.
PRONEX
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