Communication Services > Web > Web Based Training
Designing Interactive Questions > Choosing Question Format

WBT Contents

 Approved Template
 Recommended Tools
 Design Process
 Instructional Events
 Interactive Questions
 Threaded Discussion
 WBT Journals


Advice and assistance for the production of these interactive tests can be provided by the Office of Health Communications' Web development team.


When designing interactive questions, designers can take several routes. Most of these choices are based on the goals of your project. Answer the questions below to help you decide which style would work best.

Sample 1 (Multiple Choice list)
Sample 2 (Multiple Choice)
Sample 3 (Multiple Choice with time limit)
Sample 4 (Drag-and-Drop)
Sample 5 (Drag-and-Drop)
Sample 6 (series with puzzle pieces)
Sample 7 (one question multiple anwers)
Sample 8 (Multiple Choice with graphics)

Will this module offer learners Continuing Education Credits?

In this situation, you will more than likely want to capture the learner's total score on all questions to evaluate whether or not goals and objectives have been met.

Questions are normally arranged in a list on a single page. When the learner answers the questions and submits the page, their responses are deposited in a database that resides on a web server. The learner will also be presented with the score (immediate feedback is highly desired). The server can return a list to you with the learners' scores.

Including practice questions mixed in with the instruction is also advisable. Avoid using the same questions on the final exam.

Will this module be used by self-motivated learners who are not planning to earn credits?

Put practice questions at the end of sub-modules. In a sub-module, the learners can practice what they have just learned while their knowledge is fresh. A learner's experience is enhanced by questions in later submodules of the project that build on previously acquired knowledge if the Web-Based Training module has been designed to be navigated in a chronological manner.

Designing your questions to match an applied situation is a good idea. When dealing with self-motivated learners, do not use a list of questions. Current theory suggests the use of instructional questions. This means that they learn from the question rather than test their knowledge.

In some situations in may be desirable to have a list of multiple choice questions similar to Sample 1 only there is no need to capture the learners' score.

Will this module be used in a K-12 environment?

In this situation, capturing the learners' scores is not necessary. Their classroom teacher will most likely be using your project inside a larger learning unit. Producing visually fun and challenging questions should be your focus. Many of the techniques from the first example work with this audience. However, additional visual stimuli is encouraged to foster the feeling that learning can be a fun game.

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