Longitudinal comparison of two presentations of an Internet-based course for adult learners: a university case study

G.J De Villiers,J.C Cronje

doi:10.4102/sajim.v3i1.120

Abstract

Digital classrooms, supplemented with telecommunications media, are currently being used in tertiary institutions world-wide, in the form of Web-based courses for adult learners (Gunawardena 1999; McMahon 1997). Tertiary education faculties, matric teachers, and business trainers alike are turning to the World-Wide Web as a vehicle for implementing instructional innovations (Khan 1997; Owston 1997). The Internet is claimed to be one of the most powerful tools for providing lecturers and learners with necessary conditions for independent and interactive learning (Le 1999). It provides an educational discourse in which learners can interact widely with other members of a learning community and, at the same time, be in control of their own learning. Their interaction for learning can be immediate, prompt, widely shared and resource supportive (Owston 1997), which may not be possible in a traditional mode of teaching, confined by the classroom's physical condition (Le 1999). Moreover the Web can help us refocus our institutions from teaching to learning, from teacher to learner (Owston 1997).

Highlights

Background to the problemThis study investigates the technology-based delivery of a Master’s level course in the domain of Internet-based learning
From 1997 to the year 2000, the course (RBO880) was presented solely by means of a 'digital classroom', defined by Clarke (1998) as a computer accessible, on-line learning environment attached to the World-Wide Web, and which delivers material to adult learners at locations other than the course delivery centre
The results of this research indicate that the RBO digital classroom of 1999 was inadequate in integrating learners, providing feedback to learners and in creating a supportive environment for learners

Summary

Introduction

Background to the problemThis study investigates the technology-based delivery of a Master’s level course in the domain of Internet-based learning. From 1997 to the year 2000, the course (RBO880) was presented solely by means of a 'digital classroom', defined by Clarke (1998) as a computer accessible, on-line learning environment attached to the World-Wide Web, and which delivers material to adult learners at locations other than the course delivery centre. In 1997 Patsy Clark, in her MEd thesis, investigated the feasibility of using the World-Wide Web for the telematic teaching of adults The focus of her investigation was the same Master's level course (namely, Internet-based learning) presented via a digital classroom, to facilitate individual and collaborative projects. E-mail interaction and communication among course participants, as well as between course participants and the instructor, can be invaluable enhancements to Web-delivered learning material This was confirmed by the instructor, who considered the course to be the best he had ever presented

Objectives

Results

Conclusion