Interface design for better learning: How to minimise navigational problems and impenetrable screen design in online learning environments

As tertiary educators choose, and in some cases are required, to become more involved in producing study materials specifically for an online environment, a disturbing trend seems to be emerging: the actual technology upon which such materials are based is often emphasised over and above a consideration of sound learning principles. As a result, the process of online course development appears to involve a great deal of effort, thought and planning regarding the choice of technological elements. Choices such as "which", "how much" and "how often" to use these various elements are thoughtfully considered, often with the purpose of making study resources more "interactive". From these choices exerpts of prose, animation, sound and graphics are carefully selected and choreographed to produce online study materials. The authors are concerned that the significance allocated to such technological choices often appears to outweigh the consideration of the learner's needs and the pedagogical issues underpinning sound curriculum development. The elements of screen design which best support effective learning should also be seriously considered when developing online learning resources.

Without examining the pedagogical impact of screen design, learning material placed online runs the risk of being merely a haphazard collection of text, graphics, sound, animation and video exerpts. By considering the background context of appropriate screen design, the combination of various technological elements can create meaningful learning material rather than detract from effective learning.

This paper considers how instructional design principles can be applied to choices about font style and size, colour (background, font and graphic), amount of information per web page, navigational techniques and page layout so that the learner's interaction with the learning material can be enhanced. The authors have drawn from relevant research in the fields of education, health and psychology, as well as material from desktop publishing and multimedia development.

The following questions will be addressed:

• What are the differences between print and online "interfaces"?
• How do learners interact with online interfaces?
• What are the advantages and disadvantages of online text from the perspective of the instructional designer and the learner?
• What are the pedagogical considerations for designing an online interface?
• What are the findings of recent studies in the area?