Abstract
D.Ed.
Web-based learning as an emerging new paradigm requires that instructional practitioners
rethink instructional approaches, focuses and strategies to facilitate learning effectively.
Together with Web-based learning, the role of thinking development in learning evolved to
become major focuses in the educational arena and outcomes-based education initiatives
introduced in South Africa have also placed instructional approaches to learning and complex
thinking as vital components under the spotlight. Furthermore, there has been limited
research - in the South African context - focusing on the link between complex thinking skills
and the implementation of Web-based learning.
The purpose of this study was to determine the effectiveness of instructional strategies
employed in a Web-based learning model designed to develop complex thinking skills in
post-graduate learners. To do this, it was necessary to establish a theoretical framework for
the study. Through a literature study, the essential characteristics of complex thinking were
examined and criteria derived; possible instructional strategies to enhance complex thinking
were thoroughly researched and a set of criteria derived; the contribution of Web-based
learning to the learning process was researched and a set of criteria derived. A Web-based
learning course for post-graduate learners was then designed according to these criteria.
Specifically this research sought to investigate the types of complex thinking skills evident
while learners interacted in the Web-based learning environment; which instructional
strategies employed in the learning programme enhanced complex thinking and learning;
how the Web-based learning activities contributed to the learning process.
The research took the form of an interpretive, qualitative study. The major methods of data
collection were observation and documents retrieved from the Web of all the Web-based
learning activities. Data were analysed using techniques of qualitative analysis recommended
by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85),
Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97).
The findings suggest that instructional strategies can be successfully incorporated for the
facilitation of complex thinking. When implemented with all the criteria defined in the design,
it appears to provide an effective framework for the design of a Web-based learning
environment for the acquisition of complex thinking and learning.