Artifact+Number+5

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Content Analysis of Websites Content Analysis Survey ED TECH 690 Standard - Data-based decision making: Value the use of data as the starting point for professional work.

This project analyzed a number of educational websites to determine how they adhere to good web design protocol for the older learner. To determine the qualities of a well designed website for older learners, I performed a Literature Review of research on the learning needs of the older adults. From this review, I established a set of criteria to determine optimal components for website design. The criteria were then organized, and 12 websites were evaluated against this criterion for effectiveness in education in the older learner.
 * Project Description **

This analysis was useful in determining the quality of the websites as they relate to the older learners. Some of the challenges faced by the older learner include a decline in cognitive functioning, a decrease in visual acuity, and slower cognitive processing speed. (Fisk, 2004; Paas, 2001) As a result, a good learning environment for the older learner should include a design that is chunked, easily navigated with minimal skills needed to navigate. The content should be relevant, with prerequisite knowledge provided, and the course itself should be interactive, relevant to the learner and offered in a variety of modes. The older adult also benefits from a sense of community within the course (Prine, 2008). This content analysis provided a tool to rank the sites for their compliance to the qualities, and to help determine what sort of web design is best for the older learner. The results helped to establish some guidelines for my own website development with this audience, as well as in determining best practices for our new online courses at San Diego Continuing Education.
 * Outcomes **

The challenge involved in this project was the subjective nature of the analysis. Many of the sites used offer a variety of courses, each designed by a different author. The single course which is evaluated may not be a true representation of the majority of courses within that selection. An example of this would be the MIT website, which offers a variety of courses within their institution. The content analysis looked at only one course within their website. Other courses are designed in different ways, depending on the author of the course. Therefore, the rating does not necessarily reflect the website as a whole. Some institutions (such as Open University) use the same template in each of their online course offerings. In this case, the final score would more accurately represent the institution, and not an individual course.
 * Challenges **

This research project helped to solidify my understanding of good web design as it relates to the older learner. The results of the study helped me to evaluate my own design, provides a template for evaluation as more courses are developed.
 * Growth **

Fisk, J.E., and Sharp, C.A. (2004). Age-Related Impairment in Executive Functioning: Updating, Inhibition, Shifting, and Access. //Journal of Clinical and Experimental Neuropsychology, 26(7),// 874-890. Leedy, P.D., and Ormrod, J.E. (2005). //Practical Research: Planning and Design, 8th edition//. New Jersey: Pearson Educational, Inc. Paas, F., Camp, G., & Rikers, R. (2001). Instructional Compensation for Age-Related Cognitive Declines: Effects of Goal Specificity in Maze Learning. //Journal of Educational Psychology, 93 (1),// 181-186. Prine, M. (2008). //Literature Review: Effective Online Instructional Design for the Older Adult.// Unpublished paper, San Diego State University, San Diego. = =