Objective The main purpose of this paper is to present a research-based model for evaluating and selecting effective web-based learning tools (WBLTs) for use in K-12 online learning environments. In addition, key strategies for using WBLTs will be discussed. Description In the past 5 years, student participation in K-12 online course has risen dramatically (NACOL, 2008; Watson et al., 2009). The challenge educators face is to offer high quality online learning experiences. It is argued that web-based learning tools (WBLTs), defined in this paper as "interactive web-based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners", can be particularly effective in promoting meaningful, interactive, and constructive learning in a K-12 online learning environment (e.g., Kay, 2009; Kay & Knaack, 2008; Nurmi & Jaakkola, 2006). However, not all WBLTs are the same, and many are no more than multiple choice worksheets translated to a web format. The purpose of this paper is to help educators evaluate and use effective WBLTs. WBLT Evaluation Scale The model for evaluating WBLTS in this paper is based on a comprehensive review of the literature on instructional design and key WBLT evaluation models used previously (Cochrane, 2005; Haughey & Muirhead, 2005; Howard-Rose & Harrigan, 2003; Kay and Knaack, 2005, 2007a; Nesbit and Belfer, 2004). After considerable discussion and evaluation of the literature by three external experts in the area of WBLTs, four main constructs were identified : interactivity, design, engagement, and usability. Interactivity features included include promoting constructive activity, providing a user with sufficient control, and degree of interaction. WBLTs should provide rich activities that open up opportunities for action, rather than prescribed pathways of learning (Brown & Voltz, 2005). RDesign features include layout, degree of personalization, quality of graphics, and emphasis of key concepts. Engagement components include difficulty level, theme, aesthetic appeal, feedback, and multimedia. Finally, usability involved overall ease of use, clear instructions, and navigation. Please see tinyurl.com/evalwblt for a detailed description of all items in the WBLT evaluation scale. Research Supporting WBLT Evaluation Scale The WBLT Evaluation Scale was tested on sample of 1113 middle and secondary students, 33 teachers, and 44 WBLTs. A principal components analysis supported the four proposed constructs: interactivity, design, engagement, and usability. These four constructs showed acceptable internal and inter-rater reliability. They also correlated significantly with student and teacher perceptions of learning, quality, and engagement. Finally, all four constructs were significantly and positively correlated with student learning performance. It is reasonable to conclude that the WBLT Evaluation Scale is a reliable, valid, and effective metric to evaluating the K-12 WBLTs. Using WBLTs Effectively Many educators have assumed that once they have selected an effective WBLT, the student can independently learn the targeted concepts. However, recent research suggests that allowing students to experiment with WBLTs without guidance is not particularly effective (Kay, Knaack, & Muirhead, 2009). In a large scale study of 510 secondary school students, two key areas regarding the use of WBLTS were investigated: purpose for using a WBLTs and teaching strategies. When the purpose of using a WBLT was to introduce a concept, motivate students, or teach a new concept, student attitudes and performance were significantly higher. On the other hand, choosing to use WBLT after a formal lesson or to review a previously learned concept resulted in significantly lower student attitudes and performance. Regarding integration strategies, providing a guiding set of questions was associated with more positive student attitudes. It is reasonable to conclude that decisions about instructional wrap had a significant impact on the effectiveness of WBLTs in a secondary school environment. Exemplar WBLTs - Exlpore Learning (Gizmos) I have looked and evaluated at 100s of WBLTs over past five years (see the LORDEC website for a list - http://education.uoit.ca/lordec/ ). Currently, the most promising collection I am aware of has been created by Explore Learning (http://www.explorelearning.com/). These WBLTs match all the key qualities addressed in the WBLT Evaluation scale. They are highly interactive, visually appealing, well-designed, and easy to use. On the surface may not be as engaging as simulations, but the well-thought out guiding questions provide stimulating and meaningful activities for students in grade 4 to 12. Summary WBLTs are potentially effective learning tools for online learning if they are carefully evaluated and purposefully integrated into teaching new concepts. The WBLT Evaluation scale discussed in this paper has demonstrated success in selecting useful WBLTs, particularly when a set of guiding questions is provide to direct students. The WBLTs developed by Explore Learning provide good examples of WBLTs that would be productive in K-12 online learning courses.
