of the theory Q1A2. He accessed the site 4 times a week Q2A1. Most of the students, who had prior experience using Internet before, did not find difficulty using
the Web based teaching and leaning technology technically, although it was their first experience and they only followed a tutorial session in the first two-week, which is
considered important. One of the students, who never used the Internet before, found difficulty in
using the product Q4C1, I4C1, although there was a tutorial session in the first two- week. This affect in his usage of the technology, as he read the material of virtual
organising module online for no more than 10 and he noted Unaware of its presence
Q8C1, I8C1. He accessed the site once a week Q2C1 and actually he hated some courses using software I14C1 but he liked aspect of anyplace, anywhere,
and anytime I3C1.
This might indicate that individual differences, such as prior experience affect their willingness to use this technology. It seems that students, who had
had using Internet experience supported by a few tutorial sessions, did not find technical problem to use the Web based teaching and learning technology. Yet it
might be considered advisable to pay more attention to students without Internet skill.
1.25.1.3. Origin of Motivation
Most of the students gave high scale when the researcher asked about how much they liked Web based teaching and learning Q3A1, Q3B1, Q3D1. Some of
students were very interested with the new method Q3D2 and also with interactive facilities Q9B2, I9B1. They perceived that good presentation would enhance the
material Q18B1, Q18C1, I18D1. They were at least accessed 2-3 times a week Q2B1. Furthermore, the last student, who used Internet before to learn, felt enjoy
doing in Web based teaching and learning module I1B3 and his access of the site 2 - 3 times a week is 90 from home I2B1.
It indicates that Web based teaching and learning can be designed to provide method with interactive facilities which may enhance achievement
motivation Reeves, 1997.
1.25.1.4. Opportunity to Construct Learning
The students’ assignment might be perceived to give opportunity to construct their own learning experience in this module. Most of them felt benefit of the Media
Center to support their assignments Q17C1, Q17D1. Most of the students realised that the Media Center helped them to find information what they were looking for
I7A1, Q9A2, Q9D2, Q17C1, Q17D1, I17D1. Most of the students gave high scale or average scale of usefulness to the Media Center Q6A3, Q6C3, Q6D3, Q7X3 and
the Course Room Discussion Q6A4, Q6C4, Q6D4, Q7X4. Although one of the students gave little or no use scale, but he realised that the Media Center could be the
most useful if he used it I7B1. Two students felt the usefulness of the Schedule to guide their learning process I6A1, I18D2.
It seems that the Media Center was perceived useful by the students to support constructing their own learning.
Most of the students interest in the usage of the Media Center and the Course Room Discussion was considered important as these facilities might have
direct relation with the substantive content of higher education Laurillard, 1996
1.25.1.5. Collaborative Support
