Developing Web-Based Learning Resources in School Education: A User-Centered Approach

Abstract

Web-based learning resources (WBLRs) are potentially powerful tools for enhancing teaching and learning processes in school education. They can provide teachers and learners with a wide range of new and exciting experiences that are not possible in a traditional classroom. However, WBLRs are still the domain of technical and software experts rather than teachers and learners. As a result, much of the development of WBLRs is carried out without a true understanding of issues pertinent to learning and pedagogy. Also lacking is user involvement in the development process of WBLRs. The aim of this work is to propose a user-centered approach to the development of WBLRs to translate pedagogical issues into a software tool that supports effective learning. The article also reports on the application of the approach in school education.

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

“…Majority of WBLRs studies on user mathematical performance, self-efficacy, attitudes and acceptance have mainly reported of positive benefits of WBLRs with some few contextual constraints (Guzeller & Akin, 2012;Beki & Guveli, 2008;Kong & Kwok, 2005). As compared with the traditional resources, Hadjerrouit (2010b) indicates that WBLR serves as an added value because the resources promote a new, exciting, active, self-reflected and collaborative learning environment. Following a structured observations of two groups of students who were learning fractions, Kong and Kwok (2005) concluded that the group who used the web material performed better than their colleagues in the control group.…”

“…In recent times, researchers (Akpinar & Simsek, 2007;Hadjerrouit, 2010b) have found a mismatch between existing WBLRs and what teachers, educators and learners need for effective teaching and learning. While the majority of WBLRs are posted online, Hadjerrouit (2010b) emphasized that they do not conform to the instructional goals, philosophical beliefs and intentions of many mathematics teachers.…”

“…The second is pedagogical usability which ensures that the WBLR is tailored more closely to meet the curriculum requirements as well as teachers and learners' needs. Hadjerrouit (2010b) indicated that the pedagogical value of WBLR lies in its instinctive characteristics which help learners to explore knowledge by themselves through interactive, flexible, differentiated and motivated activities. This study will focus more on pedagogical usability as it significantly relates to the teacher knowledge domains.…”

“…While the majority of WBLRs are posted online, Hadjerrouit (2010b) emphasized that they do not conform to the instructional goals, philosophical beliefs and intentions of many mathematics teachers. According to him, a large proportion of WBLRs are created by software experts for classroom teachers to solve instructional problems.…”

“…A review of emerging literature on technologies in mathematics instruction has revealed a global advocacy for the adoption of web pedagogies to improve the way Mathematics is taught and learnt (Akayuure, Nabie & Sofo, 2013;Hadjerrouit, 2010b;Kay, Knaack & Patrarca, 2009Beki & Guveli, 2008Nam & Smith-Jackson, 2007). The emergence of these new pedagogies which range from new instructional approaches on virtual environments to those that incorporate merely simple web-based resources is influenced by several factors.…”