Abstract. The use of the Web (World Wide Web) has had many positive effects on education. It overcomes time and space limitations in traditional schools. Teachers and students are now using the Web to access vast amounts of information and resources in the cyberspace. Also, learning via the Web enables both synchronous and asynchronous communication. Despite of many benefits of the Web, it may weaken students’ motivation due to lack of face-to-face communication. In this paper, we provide a learning model called Web Project Learning, which is based on the principles of contructivism, to provide motivation and collaborative learning for students in the Web environment. The model is based on the Project-Based Learning model and is revised for use on the Web. The model can also encourage the participation of parents as well as students, and be applied to any subject. We implement our model and show that it can be applied for environmental education as an instance.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Recent advances in the Web have rapidly changed our life in various ways. These advances provide new ways for people to communicate on a global scale and assess vast amounts of information. The Web provides educators with opportunities to implement a range of new teaching and learning practices, which redefine classroom- learning experiences. The Web enables a so-called WBI (Web-Based Instruction) system as a teaching aid. The WBI system, which integrates a hypertext information network with communication and collaborative tools, presents two important innovative features: first, it provides specific tools to manipulate the multimedia information contents of the Web pages; second, authorized users can modify the information network in the system [1,2,3]. Despite of many benefits of the Web in the learning process, it may weaken students’ motivation in the cyberspace because of lack of face-to-face communication. The lack of student control is also considered one of the drawbacks of WBI unless a teacher keeps the students working towards its goal. As teachers’ influence decreases, students may become disengaged. Thus, students are unable to concentrate their thoughts upon their work. It is reported that about 30%-50% of students who have started a distance education course dropped out before the end of the course [4]. To make the learning process effective, we must motivate students to be engaged in the learning activities. A learning experience where the learner must contribute to an activity is called active engagement, while a learning experience where the learner is mainly a recipient of information is called passive engagement [5]. When a form of engagement is engrossed by a learning activity, the learner is focused and attentive, and becomes captured and committed to the task at hand. Teachers have found that working on projects is an engaging activity with a large potential for facilitating learning [6]. Project work provides a context for taking initiative and assuming responsibility, making decisions and choices, and pursuing interests. The Project-Based Learning Model also can be used to enrich the curriculum, strengthen Internet skills, and provide integrated and thematic learning opportunities [7,8]. In this paper, we present the Web-based Project-Based Learning Model for the Web environment. It is based on the existing Project-Based Learning Model, but it also can motivate students and provide real life contexts for successful collaborative learning in various ways on the Web. Our model also adopts the principles of constructivism so that both collaborative learning and self-learning are emphasized. We design the model for the Web environment and implement for classroom use. The model can be applied to any subject. We show that the model can be applied for environmental education as an instance

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