This paper reports on large-scale trials of Internet-based university-level distance teaching. The use of technology, and more specifically the Internet, has been an important advance for distance education. However, simply translating material from familiar media into electronic form is rarely productive-and is certainly inadequate for supported distance education, which aims to engage the student in a 'community of learning'. The value Internet technology brings to distance education lies not in direct translation from other media but in transformation of support mechanisms to exploit its potential range. The paper begins by considering how instruction and support functions can be served and potentially enhanced by an Internet-based structure. It considers which changes in culture help to preserve or improve teaching quality while adapting to screen-based and often asynchronous interactions. It discusses: trials of mechanisms for interactions among students and instructors; assignment marking using an electronic marking tool; electronic assignment handling; synchronous and asynchronous Internet-based problem sessions; and automatic student registration. The paper summarizes qualitative and quantitative findings of an extensive evaluation involving several hundred students over three courses and considering learning, student experience, assignment marking, problem sessions, scalability and integration into existing administrative structures. It highlights both costs and gains of using the Internet to transform the distance learning environment for those associated with it: students, instructors, administrators and institutions.
展开▼
