 |
Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
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| formerly Journal of Research on Computing in
Education |
Volume 34 Number
2 2001-2002
Participants’
Perceptions of Web-Infused Environments: A Survey of
Teaching
Beliefs, Learning Approaches, and
Communication
Joan K. Gallini
New Mexico Highlands University
Daniel Barron
University of South Carolina
Abstract
This research study surveys instructors' and
students' perceptions
of teaching and learning in Web-infused courses. The
survey
consisted of questions that revolved around six
themes drawn
from a review of the social constructivist and
instructional
technology literature relevant to the design of and
learning
in Web-based learning contexts: (1) computer
competency (for
background information); (2) pedagogical
beliefs/teaching
and learning approaches/instructional and learning
strategies;
(3) degree of integration; (4) instructional
practices, such
as use of the Web tools (e.g., chat group
discussion, e-mail
for assignments, whiteboard, etc.); (5) perceived
degree of
communication/interactivity; and (6) perceived
degree of student/instructor
engagement. The sample consisted of faculty at a
state university
who piloted a Web authoring system for designing
their courses
with online technologies. Students enrolled in some
of those
courses comprised the student sample. Online
communication
tools were used by at least 50% of the faculty and
nearly
100% of the students. In fact, students identified
increased
opportunities to interact with their instructors and
peers
as one of the main benefits of the Web-infused
courses compared
to their counterpart courses lacking online
technologies.
Despite their teaching preferences, most of the
faculty (70%)
agreed that using the Web changed their pedagogical
approaches.
However, less than 20% of the students felt their
learning
approaches differed in Web versus comparison
courses. The
survey findings are discussed in the context of
student-centered
philosophies of learning. Implications for
instructional design
of online environments are referenced, with emphasis
given
to the role of theoretically based frameworks to
guide technology-mediated
research and design.
Web Resources
American Psychological Association. (1997).
Learner-centered
psychological principles framework for school
redesign and
reform [Online document]. Washington, DC: Author.
Available:
www.apa.org/ed/lcp.html.
O’Malley, J., & McCraw, H. (1999).
Students’
perceptions of distance learning, online learning,
and the
traditional classroom. Online Journal of Distance
Learning
Administration [Online serial], 2(4). Available: www.westga.edu/~distance/omalley24.html.
Contributors
Joan K. Gallini is an associate professor and
assessment coordinator
in the School of Education and Assessment Office at
New Mexico
Highlands University. Her research interests center
on instructional
technology, application of sociocultural and
constructivist
perspectives to instructional design and classroom
learning,
and evaluation of technology-mediated learning
environments.
Daniel Barron, PhD, is a professor in the College
of Library
and Information Sciences at the University of South
Carolina.
Download
the full article (PDF, 65 KB, PDF Instructions)
Contact
Dr. Joan Gallini
New Mexico Highlands University
School of Education
PO Box 9000
Las Vegas, NM 87701
gallini@nmhu.edu
Copyright
© 2001, ISTE (International Society for Technology in Education).
All rights reserved.
| effects of Web-infused environments,
interaction with online tools, perceptions of
Web-infused learning and instruction, shifts in
pedagogical/learning approaches. |
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