Using Instructional Theory to Facilitate Communication in Web-based Courses

Abstract

This articles examines the role of computer-mediated communication as well as broader interpretations of communication in Web-based instruction. Overviews of cognitive processing and cognitive constructivist paradigms are presented to illustrate their relevance for guiding development of Web-based courses. Instructional goals and communication strategies associated with these paradigms are identified. We conclude that developers should use instructional theories to guide choices for facilitating communications goals in Web-based courses. Because of increasing demands on professionals in many disciplines to develop Web-based instruction, it is recommended that university training programs require appropriate candidates to demonstrate relevant theoretical knowledge and skill competencies.

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