Use of WebCT in online and blended modes

Use of WebCT in online and blended modes Purpose – The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university. Design/methodology/approach – Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives. Findings – In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles. Research limitations/implications – This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning. Practical implications – In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings. Originality/value – The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Use of WebCT in online and blended modes

Loading next page...
 
/lp/emerald-publishing/use-of-webct-in-online-and-blended-modes-M8WBDpbJU3
Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
1741-5659
D.O.I.
10.1108/17415650911009227
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university. Design/methodology/approach – Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives. Findings – In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles. Research limitations/implications – This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning. Practical implications – In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings. Originality/value – The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Nov 20, 2009

Keywords: Hong Kong; E‐learning; Universities; Teaching methods

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off