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| Description: | This study tracked students and a faculty member over three years in their use of WebCT in traditional biology courses. As the faculty member incorporated WebCT into her practice, she progressed from posting supplemental materials to using advanced tools. |
| Presentation Format: | Poster |
| Topic: | Measuring outcomes: Student achievement and course success |
| Target Audience: | Faculty and Other Instructors |
| Appropriate Audience Level: | Beginning or new users of WebCT |
| WebCT Version: | |
| Abstract Text: | This study tracked students and a faculty member over three years in their use of WebCT for traditional biology courses. As the faculty member incorporated WebCT into her practice, she moved from posting supplemental materials to using advanced tools, such as discussion, synchronous chat, and testing online with Respondus 2.0. In addition, as the faculty member became more comfortable with the online environment, students were placed in a hybrid biology course. This course met face-to-face two days a week and asynchronously for the third meeting. According to a literature review, four basic models of instruction, commonly employed in higher education are: traditional model (face-to-face), distance learning (totally online course), supplemental (traditional with a supplemental online component) and the hybrid model (the class meets, face-to-face, and at other times, online). Throughout the years of the study, students retrieved information. However, it was not until they were placed in a hybrid course that students actually applied, and critically analyzed information from the Web. Students’ use of WebCT was tracked throughout the three years. As the hybrid course progressed, students were assessed through assignments, in-class discussion, and on-line testing. Students’ perceptions of their learning and satisfaction with the course were analyzed. Data indicated no significant difference in the achievement level between hybrid and traditional models of instruction; however, a significant difference (p<0.5) in students’ perception of their ability to independently comprehend material was indicated as well as their satisfaction with the course. Additionally, incorporating web-based technology into the faculty member’s practice was based on their beliefs about the teaching/learning exchange as well as their learning of the tools available. This study has implications for faculty development directors to provide different levels of instruction suited to the faculty member’s beliefs about the teaching/learning exchange and his or her developmental stage of WebCT use.
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