Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Although the Web was not designed as an educational medium, current pressures exist to develop it
as a means of delivering instruction. The lack of design standards and the open environment of the Web
are obstacles to instructional designers developing on-line Web courses. The design components of
aesthetics, navigation, and content networks are important considerations in the development of
instructional Web sites. These components combine to contribute to the success of a Web based course,
primarily by keeping the user engaged in the Web site.
The pressure on educational institutions to provide Web based courses increases exponentially as
access to the Internet increases. (Hirumi & Bermudez, 1996). Instructional designers will be expected to
create web pages which are interesting and appealing to sophisticated consumers of multimedia.
(Shotsberger, 1996). Understanding the interaction of aesthetics, navigation and a content network can
provide a design paradigm for developing effective instructional web design.
Burleson, K.J. & Ahern, T.C. (1999). Components of Effective Web Course Design: Aesthetics, Navigation and Content Networks. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (p. 772). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from https://www.learntechlib.org/primary/p/7835/.
© 1999 Association for the Advancement of Computing in Education (AACE)
- Hirumi, A., & Bermudez, A. (1996). Interactivity, distance education, and instructional systems design converge on the information superhighway. Journal of Research on Computing in Education, 29(1), 1-16.
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