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 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426

Web-based Learning: Characteristics, Practices,

Challenges and Recommendations
Dr. Khalid Soussi
Department of Arts and Humanities, Mohammed V University Abu Dhabi, UAE

Abstract: The present research attempts an overview of web-based learning (WBL/online) technologies and a description of their
status of understanding, in the literature. The paper also tries to explain it can be adapted for various online education environments.
The paper has also touched on the foundations of design, advantages, and obstacles of evaluation in online learning. The best practices
and feedback of learners and educators have also been touched upon in the present review of literature. Due to swift advances in
technology today, the research points to the fact that institutions are in need of being acquainted with the fast emerging tools every now
and then. There is a continuous need for digital literacy as a key skill for instructors who are committed to quality online learning, and
developing individuals’ ICT knowledge is an urgent need for WBL. Educational institutions also need to provide opportunities and
maintain these crucial skills. WBL also needs to cultivate constructivist practices in education, which undermines a need for developing
EBL tools that nurture and develop the various skills needed in 21st century education.

Keywords: web-based learning, ICT, course design, education, teaching, online learning

1. Introduction about the students who described the influence of e-tools in

higher education as a positive one. They maintain that e-
Online education is gaining more and more territory in front learning platforms allowed students to access updated
of traditional classroom education. Increasing demand has information anywhere while mobile e-learning (M-learning)
been documented on the need for international diplomas allowed information access for learners through more
(Tarhini et al., 2014). A significant number of researchers modern mobile devices (Zamfiroiu and Sbora, 2014). This
encourage students to partake in online education for many has made learning and interaction with courses, institutions
reasons; most studies report that online education provides and peers easier than any other time.
learners with many advantages that traditional education
does not (Hubackova and Golkova, 2014). E-learning, or One should, nevertheless, bear in mind that the success of e-
web-learning - hence WBL - is generally defined as the use learning technologies rests significantly on many factors; it
of internet as the main channel for information and is not as easy as it may seem given the various social,
knowledge delivery for individuals or institutions (Clarkand, technological, cultural and organizational variables that
2011). come into play. The present study aims to highlight the
current e-learning technologies, their settings,
Recent research has mainly focused on two types of e- characteristics, advantages, the main factors that affect their
learning systems: Blackboard and Second Life WBL. The success and their limitations.
second life systems, launched publicly by Linden Lab
(2003), is commonly used for educational purposes. This 1.1. Overall aspects of WBL
system relies on 3D technologies, which makes students feel
much more comfortable, and they go through realistic E-Learning is the reliance and use of Information and
experiences. (Alenezi and Shahi, 2015). The second life Communication Technology (ICT) to share information for
system makes it easy for learners to attend classes at home, education in circumstances of distant instructors and
adopting and practicing new communications forms, solving learners, either through time, space or both in order to
problems in ways that may not be possible in the ‗real improve the learner‘s learning experience and performance.
world‘. Researchers have been given a plethora of new For Horton (2011), e-learning is a set of instructions sent via
opportunities thanks to real-time conferencing, collaboration electronic media: the internet, intranets, and extranets. Thus,
and communication. Given a good internet rate and discarding time and distance, learners can now take care of
advanced computers, the second life system makes online their own lifelong learning (Almajali et al., 2016). E-
education and research easier today than any other past time. learning environments provide higher benefits for academic
Inadequate internet access has been reported to affect many institutions because they reduce the cost of course provision
universities to partake in distance learning programs (Ho and Dzeng, 2010). Three main approaches have resulted
worldwide (ibid). However, second life e-learning cannot from the existence of E-learning today: face to face, online
replace traditional online learning. learning, or a blended approach.

In the early 2000s, WBL attracted educators worldwide. A In the present paper, there is a special focus on higher
significant number of international students have benefited education institutions using WBL technologies to support
from e-learning (Draghici et al. (2014), this era gave birth to face-to-face education. According to (Freire et al., 2012),
various platforms such as Peer-To-Peer and Client-server. this approach has witnessed the highest rate of success
According to Moravec et al. (2015), a considerable number compared to uniquely online or only face to face interaction.
of studies investigated how e-learning tools affect the Learning Management Systems (LMSs) are defined as the
achievements of students. The researchers report a study web-based delivery technologies or programs that are
Volume 9 Issue 3, March 2020
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Licensed Under Creative Commons Attribution CC BY
Paper ID: SR20312135240 DOI: 10.21275/SR20312135240 936
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426
designed or adopted by higher education institutions to learning; the learners have access to live lectures via smart
deliver contents, facilitate distance learning and to supervise electronic gadgets and can use e-mail or real-time live chat
the education process. LMS offers a plethora of options to for interaction. However, the course offerings in this format
deliver information and instruction and provides electronic are still limited given the high delivery costs (Weimer,
materials for student learning. Some options, such as Web 2013).
pages to deliver text almost similarly to hard bound texts,
are very familiar to learners and academic staff. Moreover, 1.2. Utility of WBL
the Internet also facilitates the delivery and access to
multimedia elements: video, sound, and interactive The literature on WBL comprises a plethora of advantages.
hypermedia (Masa‘deh et al., 2016). Various higher Garrison (2011) mentions a number of them as follows:
education WBL systems have been created to enhance  Effective interaction between the learners and instructors
learning online; Moodle, LAMS, Web Course Tools through emails, chat rooms and discussion boards,
(WebCT) SAKAI, and Blackboard Learn (BBL) are the best  Less expensive to deliver, affordable and time-saving,
instances. BBL is discussed in detail in the next paragraph.  Flexibility and anytime-anywhere availability,
BBL is considered one of the most popular WBL systems  Access to global resource databases and materials suitable
tools in higher education today as it provides a framework for students‘ interests.
for course delivery in addition to its ease of use by learners  Self-pacing (slow or quick learners), which reduces stress
(Iskander, 2008). According to BlackboardInc. (2012), it is and increases focus and retention,
defined as ―the comprehensive technology platform for  Self-evaluation; learners can track their own learning,
teaching and learning, community building, content
 Flexibility in terms of learning styles; learners can chose
management and sharing, and measuring learning outcomes
the materials and learning resources that suit their learning
and consists of integrated modules, with a core set of
styles,
capabilities that work together‖(p.741). More than 39,000
 Familiarity and updating of the learners‘ knowledge and
instructors use it at over 1,350 colleges and universities. It
use of the latest Internet technologies,
allows to deliver over 147,000 courses to more than 10
 Developing personality and values, such as responsibility
million student. There are more than 80 countries subscribed
for own learning and success and intellectual interest.
to the system. The system includes communication tools that
integrate a bulletin board, chat room and private e-mail.
Moreover, video, audio and graphics files can be all 1.3. Weaknesses of WBL
gathered onto a Blackboard site. Instructional tools are also
It is of equal importance to highlight the disadvantages of
provided to accompany course content; these are: glossary,
WBL. The first may be the scarce or no ―in-person‖ contact
quiz module, self-test, and references. The learners also have
with faculty and a feeling of isolation, especially when it
access to the system uploads; they can save materials for
comes to how to navigate the systems, solve technical
their courses. In addition, Blackboard enables academic staff
problems, be interactively involved in learning in real time
to track the learning experience such as grades, student
(Kanaan et al., 2013). However, Mothibi (2015) examined
interaction, and monitoring class progress. This facilitates
the relationship between WBL and students‘ academic
the interaction between the learners and academic staff. All
achievement in higher education. It was found that ICT had
the interaction is done in a complete secure way (Tella,
a significantly positive influence on WBL students‘
2012), which protects the instructor, the student, and the
academic and overall educational achievements.
content from external parties.
Scholtzand Kapeso (2014) found that the mobile learning
Simplicity is the first characteristic of WBL; no extensive
(ML) systems were evaluated significantly for their ease of
computer skills are required (McCombs, 2011). WBL is
use and usefulness. This confirms the quality of course
generally described as self-paced independent study: the
content in WBL and m-learning projects. Research on the
learners determine their schedules and study accordingly.
experience of WBL using web 2.0 at the University of
The materials are accessible anytime. Second, online tests
Milano-Bicocca for the year 2011-2012 revealed that the
and evaluations are done automatically. However, there is
implicit/tacit knowledge of the learners was made explicit,
little interaction during evaluations, which requires the
and more accessible on mobile learning systems (Soussi,
highest levels of self-motivation. The third characteristic is
2016).
that WBL is asynchronous interactive. The learners interact
with instructors and students alike. They can attend classes
The fact that ICT is being used today by people from all
anytime and until the course is completed. WBL nurtures
ages, researchers and specialists are integrating web 2.0,
support and feedback from teachers and classmates. Fifth, it
social networks and e-learning tools to better facilitate the
permits longer time for different feedbacks from learners
learning experience. This leads to more flexibility, more
and teachers, which enhances critical skills (McCombs,
power and more resources. For instance ThinkTag Smart has
2011). Having more time leads to deeper analysis and
been used recently as a new Web2.0 platform integrated
evaluation of ideas, tasks and assignments. The sixth aspect,
with the learning opportunities of social networks for
it has been found to increase the total effort made by group
sharing knowledge. A total of 137 students (ibid) were
members as a result of social encouragement and support
trained on the platform in two subjects: tourism and
among them. This goes hand in hand with the learner-
sociology of innovation. The results of the experience
centered approach that is adopted in real-time classes
indicated that resources, shelves, and groups were the
worldwide, in which the instructor guides the learning
features most used on the platform, and the least used were:
experiences (McCombs, 2011). WBL is also synchronous

Volume 9 Issue 3, March 2020

www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Paper ID: SR20312135240 DOI: 10.21275/SR20312135240 937
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426
Wiki, collections and chat (Salter et al. (2014). The ability to knowledge management and mLearning have crucial
exchange and share information with users of Thinktag technological features that enhance continuous learning. It
Smart; support teaching; connection to needed courses; and has also been found that e-learning and knowledge
interactivity were the most valued features of the platform. management are brought closer and support integration.
The platform had a few weaknesses as well: slow loading of
the pages, the non-user-friendliness of some features, and 2. Effective Practices
the lack of intuitiveness. However, the platform was rated as
a “very useful technology with significant potential”. Higher 2.1. Promoting Social Presence
education today needs complex e-education systems capable
of analysis (attendance, grading, course content access, The term ‗social presence‘ was created in the 1970s. It
evaluation, etc.), which saves time, effort and cost. The embraces the social effects that are primarily influenced by
ThinkTag Smart experience showed also that all learners the extent of individuals‘ participation in particular
increased their knowledge quickly in all aspects of their occasions. Swan, Garrison, & Richardson (2009) claim that
training. it has a direct effect on the development of a learning
community and interaction in online environments.
Other researchers focused on teacher satisfaction (Teo 2014)
with e-learning systems. Teo conducted a survey with 387 It is the sense of the individual‘s awareness of the presence
participants in a postgraduate programme to measure 6 of other individuals through interaction. Concerning WBL,
constructs: tutor quality, course satisfaction, perceived ease social presence is defined as ―the ability of participants in a
of use, perceived usefulness, course delivery and facilitating community of inquiry to project themselves socially and
conditions. The analysis showed that all constructs were emotionally, as ‗real‘ people (i.e. their full personality),
rated as significant predictors of success in online learning, through the medium of communication being used‖
apart from facilitating conditions. Still, the facilitating (Garrison et al, 2000, p. 94). The researchers (ibid)
conditions construct was evaluated as a significant mediator described three factors of social presence – open
of satisfaction and perceived ease of use. communication, expression of emotion, and group cohesion.
WBL being asynchronous, online learners need to develop
The rapid expansion of WBL has also received significant social connections, to be able to feel secure and open in
attention (Suri and Sharma (2014)). They examined the communicating with other learners.
relationship between the fields of student specialization and
their attitudes and responses to e-learning. The researchers In such environments, social interaction and communication
used online and computer programs that are equipped with can be nurtured around common goals among students
attitude-measuring scales with 477 students across 6 major themselves and between students and their instructors
disciplines in Panjab University Chandigarh. They found a (Garrison et al. (2000). In this regard, Kehrward (2008)
significant relationship between the discipline of the learner defined social presence as ―an individual‘s ability to
and the factors of scale; briefly, the roles of university demonstrate his/her state of being in a virtual environment‖
departments in adopting and training students was very (p. 94). Individuals, here, need to be willing to engage in
significant in affecting the latter‘s own attitudes. exchanges and communications that revolve around
learning, obstacle, motivation, needs, etc., which reflects
Mobile learning (refered to as mLearning) being part of their ―performance‖. In addition, the researcher advances
WBL, Ceobanu and Boncu (2014) discussed the challenges that learners have to demonstrate their motivation, skills, and
related to the use of mobile technology in adult education. continuous participation (ibid).
They advance that mobile learning can combine eLearning
and mobile computing. For them, this leads to the Sebastian said, “Solitary learning is hard. Many people run
“…capability to access learning resources anywhere, into an insurmountable technical challenge they cannot get
anytime, through high capabilities of search, high past. Without the kind of personal attention that comes from
interaction, high support for effective learning and ongoing more traditional forms of training, they become demoralized
assessment based on performance. Also, mLearning is and give up.‖(in Murphy, 2019:2). Features like regular
considered to be as an extension of eLearning, but face-to-face interaction with teachers, online courses often
characterized by its independence from a location in space achieve social virtual gatherings and team building
and time. Furthermore, mLearning comprises the use of activities, leading to a real sense of community among the
mobile technology in the service of the processes related to learners. The presence of ―older‖ staff often leads to more
teaching and learning. The mLearning can be considered as recognition (ibid). Sending a ―congratulations‖ or a ―thank
the point where mobile computing and eLearning meet to you‖ through platforms or even real-time software after
create a learning experience that can be commenced passing tests or exams, leads to the feeling of real life
anytime and anywhere.” (in Kattuna, Al-Lozi and interactions.
Alruwwad, 2016: 758).
Ke (2010) contends that it is crucial to develop ―virtual
Another study (Beurs et al., 2015) found that the relationships, virtual knowing, and virtual clique,‖ and
intervention of peers specialized in suicide prevention relationships developed among adult learners tend to be
programs resulted in an improvement of individual ―those with similar working styles or those who were in a
professionals. In the same connection, Judrups (2015) states cohort group during the program of study‖ (816). He also
that knowledge management and e-learning both deal with maintains that it is not easy to establish such relationships.
knowledge storage, application, sharing and generation; Many teachers do not really believe that relations can be
Volume 9 Issue 3, March 2020
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Paper ID: SR20312135240 DOI: 10.21275/SR20312135240 938
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426
built online and that it is a basic need nowadays to ―stay and learning. In fact studies have shown that individualized
connected‖ with learners as part of the job; Soussi (2019) WBL has failed, even though instructors have adapted their
claims that “dealing with students is the highest need that course curricula, approach, and instruction to the online
worries teachers most, especially dealing with students environment.
coming from different cultural backgrounds and having
special learning needs. Teaching in a multicultural setting The study at hand has also covered research dealing with
and ICT tools come in the second place, and the other best practices for more effective online teaching. A
aspects are ranked very low with little or no need” (286). considerable number of studies have focused on trust-
inducing factors. Wang 2014, for example, focused on
2.2 Online learning communities: interactivity and handicapped learners online. She attempted to investigate
collaboration the perceptions of disabled students of perceived online
learning and building trust. More research is needed to
Research on learning communities has gained considerable highlight the roles of disability, ethnicity, culture, gender,
research recently. Yuan and Kim (2014) advance that a and language in online education.
learning community is the result of trust, shared knowledge,
information, and established connections. This is achieved Online teaching success does not only depend on a mere
through interaction and setting common goals, in addition to command of technology or the use of complex software
the belief that such goals would be achieved. Yuan and Kim features; motivation and interaction between the instructor
(2014) provided the steps below for the creation and and learners, course content design, instructor preparedness
maintenance of an online learning community: and support from the community and administration all play
 start at the beginning of a course and continue throughout central roles. The role of the teacher stands prominent,
the term, though. Monitoring individual and group discussions,
 be involved in building the learning community, responding to inquiries, preparing courses and assignments,
 use technology to create a shared space for interaction, and measuring students‘ learning are all part of what it takes
 employ different strategies to stimulate discussions, to teach. Technology is meant to facilitate distance learning,
 encourage task-oriented discussions and social material access and time management. The study has also
interactions, shown that higher education faculty have not generally
 assign tasks that require teamwork. received enough and adequate support in terms of
technology for online education. Professional development
Online learning is on its way to foster more creativity and training in online education is a major need.
realism. Guido Kovalskys 9in Murphy, ibid) says, "VR is an
engaging tool, but within a 35-minute lesson plan, it might 4. Recommendations
only be two or three minutes. Learning is a social
experience. It is not only about learning content but learning Gallagher & LaBrie (2012) advance that WBL has strongly
to deal with others. Teachers play a really influential role.". joined mainstream education and that its market has
for instance, students in forensics or criminology will play considerably grown as it continues to become more and
games that stimulate real life situations and study every more accessible for learners and institutions alike. In this
aspect of their courses in 3D technology. connection, fostering critical learning spaces are needed, so
that students are ―encouraged to increase their capacities of
3. Implications analysis, imagination, critical synthesis, creative expression,
self-awareness, and intentionality in action” (p.71). Course
The paper attempted to highlight the fact that developing a design takes on crucial importance here since it is the only
sense of community online has been a central component to way through which formal education can be broadened to
WBL. Considerable research – based on the reviewed reach the virtual world and blend the boundaries with
studies - points out the importance of promoting social traditional education.
presence, interaction, and collaboration (e.g. Yuan & Kim,
2014). It is of primordial importance that both learners and Nurturing different ideas, numerous standpoints, and a
instructors to be ―present‖ and engaged actively in creating multitude of voices has always been the goal of education.
interaction and collaboration for effective online learning Online education can significantly contribute to this status
communities. In the same regard, effective approaches, such quo through facilitation. Student discussions, group work
as learner-centered teaching methods and technologies - and assignments could be the best instances for experience
need to be used to achieve this objective. sharing about their subject matters, viewpoints, work and
learning. Present web-based education has still not given
The paper also reviewed the rapid advancement of enough attention to individualized learning; learner needs
technologies and how they have immensely impacted on and differentiated online instructions need still to be focused
online education. The impacts of technology on WBL will on in future research related to course design.
continue and will bring about radical changes as more and
more wireless technologies are invented. The reviewed Motivation toward web-based learning is still needed to be
evidence suggests that technology is instrumental for the researched. Web-based education is still being designed in a
rapid development of online education. However, WBL has standardised fashion; taking into consideration learner age,
also been reported to be inflexible and standard. Such gender, needs, learning paces, cultures, socio-economic
standardization and inflexibility of online materials and status, etc. will certainly enhance it and make it more
technologies can hamper the individualization of teaching flexible. The affective factor, for instance, has been found
Volume 9 Issue 3, March 2020
www.ijsr.net
Licensed Under Creative Commons Attribution CC BY
Paper ID: SR20312135240 DOI: 10.21275/SR20312135240 939
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426
to play a major role in online learner motivation; Ke (2010) ICT to administer tests and evaluations securely anytime
explains that “a group of friends could dominate online anywhere.
discussion, thus intimidating others who were newcomers”
(p.817). An effort is needed to bridge differences in online Textbooks need to be eradicated or used in conjunction with
environments. Instructors need to develop, promote and online materials. With access to free, various formats of data
facilitate an environment where peer learning can take place and knowledge, students need to work on up-to-date, more
smoothly. Some of the online education programs require practical and more realistic materials.
learners to sit together in the same place and use the same
materials at the same time. This makes no sense as all the Students no longer need to be grouped by age or grade. Even
needed materials are online. subject specialization needs to be looked at differently;
sometimes some students want to go deeply into science,
Online learning no longer needs to be state-based. literature or math. Online courses should build flexibility for
Technology has made boundaries inexistent. One of the such students. A student can move really fast forward in a
strongest aspects of online learning is that students cannot special course. Other times, a student really lags behind in a
only focus on their local science and knowledge content but given course, so why do they have to be kept with the same
transcend it to international knowledge and pedagogical group having a different learning pace.
experiences.
For the time being, online education either takes place at
Online learning materials need to be shared. There is universities, based on special schedules and appointments
considerable fabulous online content that is developed by with teachers. The ability to always enroll at a university and
universities, but most of them hoard it. Too much funding is have access therein to online programs is not always easy for
spent on developing materials that only reinvent the wheel. students. Therefore, communities need to work on providing
Therefore, online content needs to be shared especially that e-learning centers that government or non-government
the modern platforms have made it easier to share all content establishments would take care of such centers. Schools,
forms anywhere. Experts advance that “Today, more teacher training colleges, unused spaces and local libraries
students have multiple commitments, and they navigate to could be good examples.
the flexibility of online courses. Students take UNM-LA
classes from all over the world. I have had students in The last recommendation relates to the practices of online
Vienna and in the Philippines, and students who are education, practices that are mostly still based on old ones
deployed with the military.” (Murphy, 2019:1) (Soussi, 2015). A considerable number of practitioners still
adopt the old practices simply because that is how it has
Social media should more involved in online education. always been done or because that is how the ministries and
Sometimes, the same online course is given to students from authorities say. Online education today needs to meet the
different parts of the world. Still, no sharing of feedback, needs of always-connected learners, learners who master
discussions, group projects are done while those learners are aspects of technology more than their teachers perhaps. The
always connected to social media. The more teachers and practices should all be geared towards motivation and
students are connected, the more fruitful learning is and interest, IT use one being of them.
more robust discussions are. Online media should function
as connection tools for learning. 5. Future Research
There is more need for interest in online classes (Soussi, With the certainly increasing online education, more
2019). Generally, the courses offered in online learning are research is needed to highlight its key aspects, such as
more or less the same courses in traditional education. efficacy, effectiveness, and improvement of online teaching
Students need new opportunities for learning that traditional and learning materials. Significant research needs to focus
programs have failed to create. Using technology to learn is more on “in-depth analysis of online instruction practices,
an opportunity itself in teaching how to use it in training step-by-step implementation, and the most effective practices
stylists, photographers, curriculum designers, etc. for online course design and instruction” (Sun & Chen,
Educational and pedagogical experts need to enter this field 2016:173). Moreover, there is an abject need to focus on
and see how technology can bring out students‘ interests, learner outcomes in relation to web-based education. Student
talents and passion. achievement has almost been neglected in connection with
online learning.
The measurement of how much time has been done by a
student to complete a course needs to be seen differently Given that technology governs web-based learning to a large
with online education. Students should be able to prove extent, further research should explore technology and
mastery any time during the class or take extra time and get software could be affect students social interaction and
additional supports if necessary. group members‘ different personalities, learning styles and
development of skill. Most of the date from previous studies.
There is a need for more international testing with It would be interesting to investigate the effects of different
international students being tested across various states. technological tools on the type of learning suitable for each
Moreover, testing time need no more to be restricted to a community. Such tools range from Google Hangout and
certain period of the year after the students have completed Skype, to virtual reality environments.
the course. Proctors and educators need more training on

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Licensed Under Creative Commons Attribution CC BY
Paper ID: SR20312135240 DOI: 10.21275/SR20312135240 940
 International Journal of Science and Research (IJSR)
ISSN: 2319-7064
ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426
Add to it, there is a need to study the extent to which Traditional, physical classroom-based teaching will always
technology in education has been incorporated in teachers‘ persist, but online learning is becoming increasingly more
professional development. Many studies report the integrated with them. Online learning is seen to host future
reluctance of higher education teachers to integrate education in fashions no one can predict.
technology in their practices (e.g. Crawford-Ferre & Weist,
2012). There is also a need to compare the traditional and References
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