Including the pilot course, total of 129 pairs of completed pre and post surveys by students in traditional sections and 53 in the web-based sections were received. A lower response rate and generally smaller enrollments accounted for the smaller number of responses in the web-based sections. A number of students were registered in more than one of the courses participating in the study. For the majority of the quantitative analyses, only the first set of surveys submitted by these students was used.
Demographic data collected from the surveys
revealed that respondents in both environments came with a mix of educational
backgrounds representing the humanities, social sciences, sciences, and
professional fields. The only noticeable difference between the two groups was
that the web-based environment contained a higher percentage of students with
prior education in a professional field. The web-based group was also more
mature (38% over 40 years of age, compared to 29% for the traditional
environment), with a larger percentage of female respondents (81% compared to
58% for the traditional environment).
T-tests
were conducted comparing average final course grades between traditional and
web-based sections.
Respondents were asked about their familiarity with computing technology and Internet resources (productivity software, World Wide Web, email, mailing lists) in both the pre- and post-survey. Self-assessed familiarity was reported on a 5-point scale (1=Not at all familiar to 5=Extremely familiar).
Students were asked in the post-questionnaire to rate the importance (1= not important, 5=very important) of different personal characteristics that students should bring with them to their respective instructional environments. Non-significant and significant differences for t-tests (a = .05) appear below. Students in the web-based courses felt the significant attributes to be more important in the web-based environment.
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No significant difference |
More important in the Web-based environment |
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Students were also asked to rate the importance of characteristics an instructor for the course should bring to these environments use the same scale.
| No significant difference | More important in the Web-based environment | More important in the traditional environment |
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Student Attitudes and Perceptions (Survey & Interview Data)
Findings of the open-ended questions of survey instrument administered to students in both the traditional and Web-based classes revealed many similar attitudes towards Web-based education, at least initially, with differences emerging during the post-questionnaire. Semi-structured follow-up interviews with Web-based students after the completion of the Web-based courses provided additional insights into student views on the value and limits of Web-based learning.
Initial Attitudes Towards Web-based EducationParticipants' initial attitudes towards Web-based education varied. Many traditional and Web-based students, were or would be very excited to have the opportunity to participate in education via the Web. One student said, "I'm in favor of it. Glad to be in on it early, so I can see how it evolves." Students stressed the convenience the Web-based education would allow, especially since many students worked full-time, had family responsibilities, and would have to travel more than an hour one-way to get to a college campus. Other students were just unsure of the process. One traditional student stated, "my initial impression is 'skeptical' and that is why I am currently enrolled in a non-Web-based course." A number of students were not sure if they would get the same type of education. Admittedly, a few students said, they did not know much about Web-based education, but found it very appealing and were interested in taking such courses.
The greatest concern of traditional as well as Web-based students was the level of interaction and discussion among and between other students and the professor. Students believed that since much is learned in class through interaction with other students and the professor they would not receive the same attention in a Web-based class. One student remarked, "I am happy to be able to take classes over the Web, but I don't feel a part of the University community at all."
Self-motivation was a common sentiment in the initial attitudes of many students. They considered the ability to work independently a "must" for Web-based education. One Web-based student said she tended to participate more because she would probably never see the people in class, so she felt better "speaking" frankly in discussions on the Web. If she were in a traditional class she would be less likely to contribute to the discussion.
As the classes progressed Web-based students stated that they felt more comfortable with the technology and were more positive about using it in the future. A traditional student conceded that "I am not as anti-Web based instruction as I was when this class started," but did not give a reason for the change in attitude. Many students had a positive attitude at beginning of class, which remained throughout the duration.
Important Instructor Qualities
Students had high expectations of instructors for distance education. Organization ability was felt to be one of the most import instructor qualities. Almost every student interviewed commented, "organization makes a big difference." The students also expected that instructors would also have clear expectations, especially about the requirements for class assignments. One student summarized it, " I would like to know what all the assignments will be right up front. Instructors have to convey it in a different way in the Web courses..."
Another instructor quality expected by students was the ability to "be a guiding force for students." The uniqueness of the distance-learning environment creates special needs for students. One student expressed her feeling about learning, "Professors need to remember we need more than to get lots to read and then be on our own. Unfortunately the one [course] I dropped was just all reading. Not much expertise was being shared. I want to be taught, not be self-taught..." Facilitating discussion was another facet of being a guiding force. Students expect instructors to throw out ideas, emphasizing that, "the discussion just will not happen by itself." Furthermore, in guiding discussions instructors should "curb the talkative students" who may monopolize message boards and real time interactions.
Feedback was the third instructor quality that is essential to students. When students gave their least favorable distance education experience, no feedback was the one they talked about most. At the same time, feedback was also the focus of the discussion when they described their most favorable distance education. Students found their most favorable experiences with the Web-based environment were accompanied by ample, constructive feedback from instructors.
Important Student Qualities
Students
who were interviewed also identified qualities they felt were important for
students to bring to the distance learning experience, although student qualities
were not brought up as much as instructor qualities. Self-motivation and adequate
computer literacy were the primary qualities students discussed as being important.
One student explained why motivation was a bit of a problem, "not having an
assigned time to be in class was hard for me." Another student commented about
lacking computer skills, "I know there is a basic technology level people are
supposed to be at when they go into it, and most people are dealing with computers.
But if you can't work things out, this leads to frustration. It helps if you
know how to send attachments. If it doesn't go through, you have to try different
formats."
Course Content
Several students thought that some courses were more suited for distance education while some did not think that way. Technical courses, courses that are detailed oriented and courses with presentations requiring emotional content were deemed as not appropriate for distance education. One student commented, " I don't know if I would take technical types of classes over the Web, unless that was the only way I could do it. Things that are difficult concepts that you can't learn on your own are hard to take on the Web." Another student argued, "It's been very effective for the courses I have had and I cannot imagine a course it wouldn't work for." Other students claimed that it was not the course, but rather the instructor, who determined whether the course was appropriated for distance education. One student summarized his distance learning experience, "I think the best courses were one technical class and one theoretical class. They're pretty disparate kinds of classes and both worked effectively."
Interaction with Classmates and Instructors
Students in the traditional classroom environment commented that the classroom setting helped with open discussions / information sharing and facilitated work on group projects. These students also felt that this setting produced more personal interaction, both academically and socially. Conversely, the majority of Web-based students felt that more interaction took place in a Web-based course, citing that the discussions that took place on the bulletin boards were more in-depth and well thought out. The opportunity to share ideas and to have everyone be heard was invaluable. One Web-based student concluded that there was no real difference with the Web course and a classroom course, except that "you can't all laugh together." One concern expressed by Web-based students was not being able to see each other. Suggestions were made to have everyone scan in a picture of themselves in order to have a visual image of classmates. Students were, however, pleased that they had the opportunity to post brief biographies at the beginning of each class in the form of homepages.
Regarding the interaction with instructors, many students felt that a class and instructor relationship was enhanced in traditional classroom setting with face-to-face interaction. Both traditional and Web-based students replied that the professor responded quickly to emails, and in that regard the format of the class did not affect interaction with the instructor. One Web-based student was concerned that the interaction with the instructor was minimal, but thought that it may be attributed to the Web-based classroom set-up. Another Web-based student believed that the format had given her more opportunity to interact with the instructor than the traditional classroom. These sentiments were echoed in the in-depth follow-up interviews with Web-based students. Some students felt that there was more interaction between students and instructors, because "I email more and am able to ask more questions. If I think of a question, I'll put it on there. I don't have to wait for a certain time and I don't have to approach the professor in person." At the same time, some students felt that there were fewer interactions between students and instructors, "because when you are in class it is pretty easy to raise your hand and ask a question. In distance education you have to post, or email it. It seems to be more of a barrier for me."
Many of the interviewed students felt the instructor was pivotal in determining the level of interaction between students and instructors. Students enjoyed interacting with instructors particularly using real time methods (chat, streaming audio & video). One of the suggestions often repeated in the surveys was to have the instructor participate more and to guide the bulletin board discussions. One student summarized it well, "It really depended on the instructor. Some students refused to interact. Some actively sought feedback."
Although interaction within the Web-based instructional environment was high, the level of collegiality and interaction among distance students outside of the class was low. Interviewed students indicated that they intended to establish relationships only with those people previously known them. One student described her strategy, "I got close to the ones I met face to face before we started the Web kind of class..." Another one echoed, "I didn't get to know anyone that I didn't previously know from being on campus." ." These students recommended several approaches to form stronger collegial relationships among students outside of the Web-class environment: 1) make private email addresses available, 2) student self introductions, 3) group projects / course buddies, 4) regular real time chats, 5) access to personal web pages, and 6) additional discussion boards.
The Impact of Technology
Technology can be a double-edged sword. Some students expressed concerns that they did not possess the technical skills to take a Web-based class. Others did not have computers at home. In addition to their own technology skills, a number of students worried about technical glitches that would hinder learning in a Web-based course. Other students viewed the technology as a valuable bridge, without which they would not be able to attend classes. Several students in the Web-based classes remarked that the technology allowed them to interact with classmates who are geographically dispersed, which would not be possible in a traditional classroom environment. Still others replied that the technology had no affect on their learning experience.
Technical problems were among the most frequently cited issues in the student surveys and interviews. Students wished that all the technical problems could be eliminated, especially glitches with online chat. "It seems like after a time the chats would freeze up, even the last time, which was fairly recent," one student reported. Another added, "Last semester I got booted out during chat sessions. It never seemed to work out too well." A few Web-based students became frustrated when retrieving electronic reserve items or when the Web server went down. Some students cursed the WebCT software, while others praised it for being so "user friendly." Some students were also concerned that a few instructors needed more training in the WebCT environment. Students encouraged the continued support of a Distance Education Coordinator position to oversee administrative issues and to act as a contact person for general questions and to report problems.
The technologies to facilitate real time communication have expanded in recent years. Students tired quickly of one format of lecture in the Web-based environment, and preferred that instructors take advantage of multimedia technologies into the course. One student expressed his/her interest in real video broadcasting, "It was really nice to be in real time and to see and hear the professor." Another talked about the usefulness of audio lecture, "There was one class where the instructor taped a lecture on audio tape and then we went through visual materials while we listened. That was very helpful."
Motivation to Take Web-based Courses in the Future
When asked if they would take a Web-based course in the future, those who responded "yes" overwhelmingly said they would do so because of the convenience. Students liked the independence of working on their own and at a time that fit into their schedules. If Web-based courses were not an option, many students would have to travel 2-3 hours each way to attend on-campus classes. Others would have to travel out of state to pursue an MLIS.
The major reason for not wanting to take a Web-based course in the future, reported by both traditional and Web-based, students was the "lack of personal interaction with peer and the professor." Also, a few students stated that they were not comfortable enough with the computer and felt their lack of knowledge in technology would affect their learning. Two students feared they lacked the self-discipline and motivation to take a Web-based course. Finally, the majority of students who responded "no" stated that the extra fee of $300 would deter them from taking a Web-based course.
Teaching on the web is a new
experience for many faculty, and it demands a new thinking of pedagogical
practice. While the study’s participating faculty are extremely
technologically savvy, some initially struggled with the changes inherent to
web-based education in terms of the educative discourse and communicative modes.
Faculty perceptions which emerged from the qualitative assessment portions of this study reveal that better institutional planning, training, support, and teaching assistance would improve the initial attitudes about teaching online. One area in which this study site is not unique is in terms of faculty training to teach online. Faculty expressed such sentiments as, “I would have liked someone to tell me this or not to do that before I started the online class.” This is a systemic problem in web-based education, as few faculty in higher education are actually taught how to teach in this novel pedagogical environment. This raises concerns among students and faculty alike, and should be raising concerns in higher education administration who see online education as profitable but few institutions commit to faculty development in this area.
Faculty’s negativity and
concern around the medium as an appropriate vehicle to deliver certain
curriculum in a graduate library and information science program diminished as
they progressed through web courses. The multi-directional modes of
communication, notably student to student interaction in a “safe”
environment, add to a level of student sharing and sophistication in engagement
that allows faculty to delve deeper into content than in a face-to-face
environment in many cases. Faculty felt that students posted comments,
assignments, and other course communications with a sense of greater engagement
and reflection, as the asynchronous mode permitted and encouraged that.
Moreover, faculty felt more immersed in the process of teaching and learning as
they were forced to attend class each day, not once a week as with traditional
settings. From this, faculty felt a connection with students despite the
temporal and spatial dislocations.
None of the faculty interviewed
felt they would stop teaching web-based courses as a result of their initial
experiences in this study. Instead, they were open to the new pedagogy of
web-based education and offered suggestions on improvement. These included, in
part, training sessions prior to teaching online which included not only the
technical aspects but the pedagogical; course reductions to alleviate the high
time consumptions inherent to web courses; additional technical development to
extend the potential of web education; institutional support mechanisms for
faculty and students; and, student training in the technical, procedural, and
“etiquette” aspects of web education.
Overall, the participating faculty in this study expressed optimism around the use of web-based coursework for the many students unable to attend a traditional campus program. As technology continues to improve, novel techniques and practices will lend to even more productive and efficacious teaching and learning online.
A descriptive model was developed highlighting key success factors, their interactions, and associated attributes (see figure).
Figure 1. Success factors and key attributes in Web-based classes
Buchanan, E., Brown, M., Xie, H., & Wolfram, D. (2001). A systematic study of web-based and traditional instruction in an MLIS program: Success factors and implications for curriculum design. Journal of Education for Library and Information Science (JELIS), 42(4), 274-288.