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Title: WebCT as an E-Learning Tool: A Study of Technology Students' Perceptions PDF
Url: https://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/burgess.pdf
Creator: Burgess, Lesta A.
Publisher: Virginia Polytechnic Institute and State University
Description: Educators today are using distance education and Internet-based learning as methods for delivering courses. There are many software packages specifically designed for electronic learning (e-learning), such as WebCT, Blackboard, and Prometheus. Before Internet access became widely available, instructors delivered asynchronous instruction via telephone, cable TV, videotape, or printed materials to distance learning students (Hazari, 1998). In recent years, universities have moved to Internet-based courses to attract students not able to attend traditional classes for various reasons. In the majority of cases, students enroll in Internet-based classes because of convenience while working toward a diploma or enhancing professional skills that may result in a promotion or career change (Hazari, 1998).



Teaching styles have to be adapted to this new environment because the Internet is a different medium. Faculty and students have to adjust to the pedagogy that uses instructional technology as an integral component in teaching. Many faculty who have not used instructional technology to accomplish course objectives in the past now have to be trained to do so, and they very often include a component in the course that provides information to students about the technology itself (Hazari, 1998). Students must be trained to work with instructional technology in order to be successful with online learning classes. This study sought to determine students' interest in using WebCT as a tool for completing courses online. It also sought to determine students' familiarity with WebCT. WebCT was selected because of its use by the university being studied. Two industrial technology courses were selected. Students were surveyed at the end of the course after they used WebCT for a variety of assignments and electronic interaction. The goal of this article is to inform those considering online education about students' perceptions of using WebCT. While some statistics are available for online programs as a whole, little research has been done in the area that focuses on a specific software package such as WebCT.



Since the study focused on students in a technology curriculum, it should have particular relevance to technology education professionals. There is reason to suspect that technology education majors may respond differently to online course experiences, since there is some evidence that their learning styles differ from those in other teaching majors (see Reed, 2001).



Target Audience: 2-4 Year College Faculty/Administrators
LC Classification: Education -- Special aspects of education -- Education extension. Adult education. Continuing education -- Distance education -- Special topics, A-Z -- Computer-assisted instruction
Education -- Special aspects of education -- Education extension. Adult education. Continuing education -- Distance education -- Special topics, A-Z -- Learning
GEM Subject: Science -- Engineering
Vocational Education -- Trade and industrial
Resource Type: Reference Material
Instructional Material
Instructional Material -- Instructor Guide/Manual
Format: Document -- PDF
Audience: Educator
Learner
Education Level: High School
Higher Education
Higher Education -- Undergraduate (Lower Division)
Higher Education -- Undergraduate (Upper Division)
Higher Education -- Technical Education (Upper Division)
Higher Education -- Technical Education (Lower Division)
Vocational/Professional Development Education
Language: English
Access Rights: Free access
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Source Type: ATE Center
Source: National Center for Manufacturing Education
Full Record Views: 11
Resource URL Clicks: 13
Cumulative Rating: NOT YET RATED
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