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The World Wide Web (henceforth the Web) has the following characteristics. Firstly, it is not confined by time and space. Secondly, those who use the Web can communicate with one another “the right away”. Thirdly, learners on the Web can structure their concepts actively. In addition to all these, the technology of software and hardware has become mature. This means that on-line courses not only can be updated at any time, but also can offer multimedia contents. The way the instructors and students interact has also undergone a great change. Students nowadays have more opportunities to influence the way learning activities are organized in class. Sometimes the instructors just act like consultants or guides, who quietly sit by the side of the students and observe their activities. The instructors help the students by offering their consultation only when it is needed. With this kind of mechanisms in place, students often spend more time in learning. Due to the closer cooperation among classmates, the students generally can achieve more.
In this thesis, we compare three Web-based learning environments in order to find a basic structure that is most suitable for today’s web-based learning. We made the comparison from both the students’ and the instructors’ points of view. Our conclusion is that a Web-based learning environment should be designed in such a way that the system can be operated concisely and powerfully. (“concise” in the sense that the interface is easy to operate; “powerful” in the sense that the system provides its users with strong functionalities). Our work also provides a framework of reference for those who plan to build new generations of Web-based learning environments.
We build a complete system with the required elements of composition and sufficient functionalities. By using an effective method of design and a model of development, we constructed a Web-based learning environment that uses studies and offices as its central notions. This, we believe, can fit both the instructors’ and the students’ need. Offices and studies are the main ingredients of our approach to the construction of a “personalized” Web-based learning environment.
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