Frameworks for Research, Design,
Benchmarks, Training, and
Pedagogy in Web-Based
Curtis J. Bonk
San Diego State University
Administrators in higher education face decisions about what resources, activities, tools, partners, and markets are important to Web-based courses. Decisions in these areas can dramatically impact the effectiveness of Web-based instruction.
It is our premise here that, before forging ahead with new partnerships and marketing initiatives, an overall plan or perspective as well as many subplans or ideas for Web-based learning1 are needed. Consequently, in this chapter, we provide a set of frameworks from which to reflect e-learning practices and opportunities. Additionally, we detail a number of pedagogical practices intended to make the frameworks come alive.
A recent survey of college faculty cosponsored by JonesKnowledge.com and CourseShare.com found that the barriers to e-learning in most college settings included time to learn the technology, shortages of instructional development grants and stipends, limited recognition by departments and institutions in promotion and tenure decisions, and minimal instructional design support (Bonk, 2001). According to this study, recognition, collaboration, technical support, online sharing of pedagogical practices, and instructional design assistance are all ways to increase the adoption of Web-based technologies in college teaching. Such findings____________________