into two categories: high producer tutorial, that is, one that teaches how to create content, manage WWW pages, write code, use multiple media types, create interactive sites that require less internal initiative; and low producer tutorial, that is, one that teaches how to produce single media pages and create passive, noninteractive pages that require more internal initiative.
WWW integrator. Integrator refers to tutorials that teach teachers how to enhance their classroom instruction with the resources of the WWW. Two types of WWW integrator exemplify this dimension. The first is the high integrator tutorial, that is, one that teaches how to identify resources, use e-mail, facilitate communication, moderate discussion groups, design and foster interactions, and use multiple media sources. The second is the low integrator tutorial, that is, one that teaches how to use a single or few WWW resources or how to use the Web for demonstration rather than engage learners interactively.
The most critical dimension is WWW integrator because successful use of the WWW is determined by a teacher's ability to incorporate, or integrate, the WWW into the existing classroom curriculum. While some tutorials are directed toward the development of Web-based materials, it is more critical to teach teachers how to become integrators of the WWW rather than producers of Web-based material.
In developing materials to help teachers better utilize NASA's Web-based materials, several theories of learning were considered. In this section, the dimensions represent broad perspectives of the learning process. The levels represent different theories that fall under each perspective and are followed by a description of each theory and how it may be applied in the classroom.
For several reasons, designers should consider theories of learning when they are creating Web-based learning environments. Learning and instructional theories help us accomplish the goal of creating a match between instructional methodology and the content to be taught. There are different teaching and learning styles. The more versatile the materials and strategies offered, the more likely the materials will be integrated into the classroom.
Behavioral perspectives. Behavioral perspectives refer to the learning processes in terms of changes in observable behaviors. Changes in behavior are attributed to the pairing of stimuli and responses with positive or negative reinforcement. Two theories that exemplify this dimension are operant conditioning and applied behavioral analysis.
Cognitive perspectives. Cognitive perspectives refer to the structures and processes involved in thinking and how these structures and processes are learned and developed over time. Four theories that illustrate this dimension are constructivism, generative learning, concept learning, and problem solving.
Motivational perspectives. Motivational perspectives refer to factors that influence a learner's desire and ability to learn, such as level of task difficulty, attribution of success to oneself or others, and expectation of success. Four theories that exemplify this dimension include flow theory, attribution theory, achievement goal theory, and expectancy theory.
Sociocognitive perspectives. Sociocognitive perspectives refer to the effects of social characteristics such as age, socioeconomic status, and ethnicity on cognitive processes and learning. Two theories that exemplify this dimension include social development and cooperative learning.
Developmental theories. Developmental theories refer to learning in terms of how changes during childhood affect the learning process. Two theories that exemplify this dimension include stage theories and nonstage theories.
No one perspective of learning theory will contribute more than the others to the successful implementation of the WWW in the classroom. To successfully meet the needs of teachers and students, the Web-based strategy needs to be varied, appropriate for the learners involved, and result in a more effective learning environment and increased student