Postcourse Evaluations of WebCT (Web Course Tools) Classes by Social Work Students

Abstract

Objective Technology-enhanced education is becoming an increasingly important part of higher and professional education. Web-based course management tools such as WebCT (Web Course Tools) are the latest wave of technology-based pedagogical tools. The question is whether certain groups of students, in particular, nontraditional students, are disadvantaged when these tools are used for teaching and learning. Method This study reports on a survey of39 social work students’ satisfaction with and perception of impact of WebCT in social work education. Results All students found course materials on the course Web site helpful. Graduate and nontraditional students reported greater utility of the course management tools. Nontraditional students were not disadvantaged by, and preferred access to, Web-based courses. Conclusions Web-based and Web-enhanced courses hold promise for accommodating the needs of nontraditional students in social work education.

Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education

“…Their stated purpose is to support, manage, enrich and enhance teaching, learning and assessment and their anticipated benefits include increased communication, interactivity and incorporation of collaborative pedagogical models, synchronous and asynchronous communication, international information sharing, shared passion and deepening of knowledge from ongoing interaction (Gannon-Leary & Fontainha, 2007). Other benefits commonly cited in the literature include providing a means of improving the quality of learning opportunities and learning outcomes, creating learning environments and learning not dependent on, or without the restriction of, time or space, that they take in to account individual learning needs, promote student responsibility and motivation for the learning process, improved learning in a social setting, provide an enhanced learning environment, foster feelings of connectedness, increase enjoyment and are learner centred (Barker & Grossman, 2013;Downing & Chim, 2004;Jewitt, et al, 2010;Joint Information Systems Committee, 2008;Lee & Lee, 2004;Means, et al, 2009;Wernet, Olliges & Delicath, 2000).…”

The challenges of upgrading from ISPO Category II level to Bachelor Degree level by distance education

“…It has been said that distance education requires self-disciplined students to successfully complete the programme due to its high reliance on individual control, overtime and space freedoms for learning (Thorpe 1998;Wernet et al 2000;Isman 2004). Interestingly enough, CSPO students provided similar feedback, except they also commented that they relied heavily on teamwork and support from their classmates to understand the use of WebCT tools and completion of tasks.…”

IRRODL Volume 4, Number 2

“…This growth accelerated significantly during the 1990s with the use of computer-mediated learning technologies, e.g., two-way interactive video; twoway audio and Web-based asynchronous communication; and online or offline Internet Webbased instruction (Phipps and Merisotis, 1999;Ponzurick et al, 2000;Sherry, 1996;Wernet et al, 2000;Setaro, 2000). Advancements in increasingly flexible technology have enabled the Web's visual, interactive nature to transform the traditional campus classroom-instructor system into a variety of different and innovative forms of instructional dissemination and to decentralized locations (Hall, 2002;Ponzurick et al, 2000).…”

“…Distance education's origins may be traced to nineteenth century in England and continental Europe when colleges used postal services for providing education by means of correspondence (Phipps and Merisotis, 1999;Ponzurick, Russo, and Logar, 2000;Sherry, 1996;Wernet, Olliges, and Delicath, 2000).…”