Web-based instruction and the traditional classroom: Similarities and differences

In recent times, " traditional instruction " has been considered a major cause of a dysfunctional and even an obsolete educational system (Banathy, 1994; Reigeluth, 1994). Such criticisms have escalated as multimedia and telecommunications technologies continue to evolve and advance, with promises of providing the learner with a richer, more meaningful education relevant for the future workplace and learning environments. Amidst this technological revolution, a new medium has emerged: the World Wide Web, which continues to grow at an unprecedented pace, captivating both young and adult users. In educational literature, the term "Web-based instruction " has seen frequent usage, and on account of its novelty, is interpreted broadly as any form of instructional delivery in which the World Wide Web is included as a tool. In a similar vein, "traditional instruction, " in lay terms, is viewed as an instructional environment which, among other characteristics, encourages passive learning, ignores the individual needs of students, and underserves the development of problem solving and other higher order intellectual skills (Hansom & Briggs, 1982). "Web-based instruction " and "traditional " approaches to instruction are usually juxtaposed to highlight their seemingly inherent incompatibilities. The intent of this chapter is to elaborate upon the two pedagogical environments and highlight their differences and similarities via a discussion of instructional strategies practiced in each