Abstract
WebCT has been used to support traditional teaching techniques for the entire 1997‐98, and half of the 1998‐99, academic years. It was used within the structure of over 60 courses (enrolling a total of more than 1,000 students) in the English, Theology, Modern Languages, Nursing, Occupational Therapy, Management Information Systems, Law, Pharmacy, Medicine, and Business programs. Concerned with the impact WebCT might have within a traditionally oriented liberal arts teaching environment, the author explored the views of the students, rather than the faculty and system administrators, who were required to use the WebCT tools in their classes. Data from students addressing the use of WebCT in their classes are now available for three full semesters, providing an expanded assessment over earlier findings. The ramifications of the use of WebCT as a course adjunct and course presentation tool are addressed based upon the data collected from Creighton University students over the past 18 months of WebCT use.
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