Towards a New Tradition of Online Instruction: Using Situated Learning Theory to Design Web-Based Units

Traditional instruction’, when defined as teacher-centred, hierarchically organised and individually assessed, is a pedagogical approach held in contempt by many in the educational community. In spite of this, traditional instruction has not only sustained its existence in educational institutions but more recently relocated to the World Wide Web and is adapting comfortably to the new technology. A quick perusal of online units will reveal the extent of its pervasiveness on the web. This paper contends that recent research and learning theory have provided the basis for a more informed and appropriate approach to the design of online learning units. An alternative design framework is offered, based on the theory of situated learning and constructivist philosophy. Both approaches are examined in terms of operational definitions and characteristics, and contrasted in the manner in which they translate to web-based units. Design guidelines, based on situated learning theory, are presented for teachers and designers as a framework for their instructional approach to course units on the web.