Web-based instruction in learning nutrition

Journal of Instructional Psychology, March, 2003 by Lih-Juan ChanLin, Rwei-Fen S. Huang, Kung-Chi Chan

As suggested, web-based instruction can be centered on the set of student tasks (projects or assignments) that constitute the learning experiences that the students will engage in, either independently or collaboratively (Carr-Chellman & Duchastel, 2000). Through the assignment of a given task, students would be able to learn by doing and experiencing. They were "also encouraged to assess their own progress, and invoke a multitude of strategies to a given task. The use of task-oriented approach provides a chance for students to master the objectives of the course. This emphasis on tasks to be accomplished as the primary structuring element within the course is in line with the trend in instructional design toward a problem-based learning environment and toward the general goals pursued within that instructional design framework (Savery and Duffy, 1996; Carr-Chellman & Duchastel, 2000).

Learning with resources

Web-based instruction must encourage learners not only to memorize information, but also to use the information. Students should interact with the instruction in some way in order to integrate the new information into their existing knowledge structure (Liaw & Huang, 2000). Giber & Moore (1998) also address the issue that educators must know the features of web learning. With the purposes of either task/instructional competition or social relationship building, interactivity can be achieved in a more meaningful way.

Within the website, Vitamins and Health provides links to information about how to access various medical and nutrition related websites, including government agencies, medical institutes, and non-commercial resources. Students have access to resources and expertise outside their classroom. Resources can be evaluated not just for their accuracy or authority, but also for how they add different perspectives to an issue, or how they approach to a topic.

Siering (1998) addresses that the web resources can be used in a more interactive way. From this perspective, students are encouraged to engage the web activity in a more synthetic way. By promoting the process of interactive and expressive nature of web learning, new knowledge is socially constructed, more meaningful learning is fostered. Through Vitamins and Health, students can gain various cognitive experiences, including thinking, learning, and communicating. The instruction delivered through WWW involves the content of the subject matter as well as the processes employed by students to explore the knowledge world.

As emphasized by Tetiwat & Igbaria (2000), with this mode of learning, students have more opportunities to acquire knowledge of the world because this mode of learning creates greater academic accessibility and flexibility in schedule, which meets many students' varied demands. Lifelong learning also can be fostered (Porter, 1997). Convenient access for students from remote locations provides greater availability of higher education to a larger cross-section of society.

Process of Assessment