Web-Based Teaching and Learning

Web-based teaching and learning (WBTL) has experienced a dramatic change in delivery technologies over the past few years. Computer-aided teaching and learning and the World Wide Web allow significantly faster interactions between student and faculty and among students during the teaching and learning process. WBTL is a system that has features and capabilities such as synchronous or asynchronous discussions and chat rooms, e-mail, Web-based conferencing, hypermedia capabilities, and development options, such as Web-CT, that permit students or instructors to complete tasks such as giving presentation, responding through threaded discussion, and conducting discussions through chat rooms.

As Web-based teaching and learning systems become more commonplace, it is vital that the knowledge base for understanding how to design and deliver Web-based instruction becomes understood and implemented because of the dramatic change in course and program delivery systems. As an example, research has looked at how student-driven learning (constructivist) and cognitive models of learning on the Web are defined. The knowledge base of the student model takes both domain and pedagogical knowledge into account. Numerous models are available online, and the options are endless as one searches for sites on almost any topic in education; however, there are advantages and disadvantages of online programs.

One of the advantages of online teaching and learning is the ability to access the program or course anytime and anywhere in the world where there is Web access. In discussing the issue of getting to “know” students, instructors find it very easy to communicate with students, in addition to tracking their progress on [Page 1066]a daily basis. Another positive can be the cost per pupil; however, class size obviously is the determiner.

Limitations or disadvantages include the problems encountered by students and instructors with network connections and the data feed. Kevin Kruse wrote that low bandwidth, which will be solved in the coming years, can make the operations perform very slowly. In addition, the lack of multimedia in many programs detracts from the potential of compelling programs.

As an example, a University of California-Berkeley site lists a four-tier model for managing course Web sites. Tier 1 is what is described as an “enterprise-level integrated course Web site management system.” Tier 2 includes “in-depth course Web sites.” Tier 3 includes the “standard course Web page template for faculty.” A faculty member or graduate students generally create these pages. Tier 4 is designated as a “minimal administrative course Web page.” Generally, minimal course Web pages would be generated by the departmental administrative staff, and support the other tiers' sites.

Typical teaching and learning online systems feature student and faculty tools. Instructor tools may include online grade books, grade reporting, quiz or survey options, student access tracking, e-mail (individual and group), and a complete course system, including syllabus, projects, references, instructions, and support systems information. Student tools might include real-time chat rooms, grade reporting, cooperative work areas, self-evaluation options, and e-mail capabilities to the instructor, to individual students, or to all students.

If administrators, faculty, or students are interested in comparing the various teaching and learning systems on the market, there are a number of sites that are available online to do so. For example, Online Educational Delivery Applications contain comparative data on a large number of teaching-learning systems. There is a Web site that compares WebCT and CourseInfo, which lists the functions of each, such as a bulletin board and online quizzes. There are many pitfalls in attempting to find and implement the best choice in hardware and software.

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