Considering that the three conceptual frameworks seem to complement each other, the researcher proposes to combine them in a unified conceptual framework.
The Reeves model of WWW based learning 1997 will be used as the main category for the proposed unified conceptual framework and Lipnack and Stamps virtual team
system of principles 1997 and the level of Laurillards conversational framework
1993 will be used to complement the categories. The categories based on the
proposed unified conceptual framework are depicted in Table 2.1. However there are some overlaps in order to fit the principles and the level to the main categories. These
overlaps are indicated with grey text in the table. The categories of the unified conceptual framework including overlaps of the principles and the levels into the
categories will be explained in the following sections.
1.18.1. Cultural Habits of Mind
In recent year, there is increasing attention in higher education concerning the important of cultural influences on learning Henderson, 1996 in Reeves, 1997.
Reeves notes one perceptive that cultural diversity and pluralism is a ‘meta-value’, which may influence virtually every aspect of human activity, including the design
and implementation of interactive learning environments Reeves, 1997.
1.18.2. Aptitude and Individual Differences
Instead of just considering Carroll’s definition of aptitude in terms of the time a student requires to learn a task Carroll, 1963, 1989 in Reeves, 1997, Reeves 1997
argues that the individual difference variables can be accommodated by improving instructional designs for Web-based interactive learning environments. A few of the
individual different variables are locus of control, learning styles, anxiety, tolerance for ambiguity, prior experience, interest, attitudes, and disabilities.
1.18.3. Origin of Motivation
According to Reeves 1997 some proponents seem convinced that the Web promises to be intrinsically motivating for instruction, simply because of the
integration of music, voice, graphics, text, animation, video, and a user-friendly interface. He also says that others suggest that the learner control afforded by the Web
will enhance achievement motivation. Reeves notes “the type of motivation affecting
the learner is inevitably an important variable in explaining the processes and effects of Web-based learning”
Reeves, 1997.
1.18.4. Opportunity to Construct Learning
The learners learn from opportunities to construct their own learning Jonassen et al., 1996; Kafai et al., 1996 in Reeves, 1997. According to Reeves 1997 the Web
might be a more powerful vehicle for constructivist pedagogy because it emphasises the primacy of the learner’s intentions, experience, and cognitive strategies.
Constructivism creates learning opportunities around tasks to be accomplished or problems to be solved, that have personal relevance for learners by construct different
cognitive structure for investigating and representing based upon their previous knowledge and interest. The Web could become the cognitive tool Reeves, 1997.
1.18.5. Collaborative Support
