A Technology-Based Learning Course

Implementation and evaluation issues regarding technology-based learning (TBL) environments are complex areas of study. The introduction of technologies in each training context is quite unique. Therefore, in order to prepare the students to manage such projects, the fundamental issues can be identified and addressed by critiquing appropriate literature, but it is best learned when the students have to apply this knowledge in an appropriate context.

Implementation and Evaluation of Technology Based Learning’s a post graduate course offered by the Graduate School of Education at the University of Wollongong. In the spring session of 1996, this course was implemented using World Wide Web and video conferencing technologies. Students were required to physically attend class. One class was held on campus and commenced at 4.30pm and the other at The University Centre in Sydney and commenced at 5.30pm. There were eight students and a participant observer in the Wollongong class and six students in the Sydney class. The instructor physically attended each class on alternate weeks. The two sites communicated through the use of World Wide Web chat and collaboration spaces, and video conferencing.

For assessment purposes, students were required to complete three pieces of work:

Present a seminar and facilitate a discussion on a topic. (30% of final mark)
The instructor suggested that this task be conducted as a collaborative exercise between two students, one from each site. The students were to lead a discussion and provide the class with learning experiences which would create links between the two sites. A formal written paper from each student was also required for submission.
Develop a portfolio of resources relating to implementation and evaluation of TBL relevant to the student. (40% of final mark)
The option of evaluating the implementation of this course as a TBL project (a concept referred to as met communications) or evaluating an educational software package of their choice. (30% of final mark)

The first five weeks of semester consisted of a review of relevant literature in the form of class discussions and workshops facilitated by Web chat and collaborative work sites and video conferencing. The following nine weeks consisted of student led discussions. It is the strategies implemented by students which are the focus of this paper. All students were encouraged to access the Web outside class time. Seven students used the University's Internet infrastructure, while the remaining seven either had Internet access at their work place or subscribed to external Internet Service Providers. One student in the Wollongong class works at the University and was involved in providing a support role for the instructor. During the course she became the "informal" support person from whom most students sought assistance.

As part of the University initiative to trial flexible delivery methods, this course was one of the first to experiment with such a combination of delivery media. As such, the students were novices but all very keen and enthusiastic to use these technologies. Thus, the deery strategy was experimental and one which resulted in some interesting findings.