knowledge and skill from unlimited access to course material through the Media Center and Course Book Q16C2, Q16B2, I16D1.
This indicated that in Web based teaching and learning environment, the students might perceive additional knowledge and skill through the Media
Center facility and the authentic task supported by the Course Discussion facility.
1.25.1.10. Mental Models
Mental models are the mental structures we use to understand systems and solve problems arising from the way systems work
Winn Snyder, 1996, p.123 in Reeves, 1997. In this model the students might develop rich mental models of the
theory of Virtual Organising in practise. The understanding of Virtual Organising in practice might be useful for student to follow another Web-based teaching and
learning module. The awareness of the members in virtual team to be self- disciplineorganise, which has been discussed in section 4.3.1.5.1 independent
member principles above, might be considered as building a mental model. It seems that Web-based teaching and learning environment provide
opportunities to built a mental model such as the awareness of how important self-disciplineorganise is in order to use Web-based teaching and learning
technology due to the virtual nature of the technology. 1.25.1.11.
Higher Order Outcomes
Some of the students in this module expected to build their own virtual module. One of them was the researcher himself who is currently conducting research
in Web-based teaching and learning. The other student, who is a lecturer in another university, also said Interested to use this Web based teaching to conduct teaching in
home country Q20D2.
It seems that Virtual Organising Web based teaching and learning module may encourage student to apply their experience in their own virtual
environment. 1.25.2.
Suggestions from the Students for Next Implementation
The researcher asked to the students about which method they prefer, a traditional teaching method, a web-based teaching and learning method, or the
combination between two. Two of the students argued that each method could complement each other Q21A1, I21A1, Q21A2, Q21D3. The other two students
prefer Web based teaching and learning method Q21B1, Q21B2, Q21C1. One of the students noted that how Virtual Organising could work very well, would depend on
how they organise I20D1, I21B1.
Based on the students experience, at this moment it seems that Web based teaching and leaning implementation need to be supported with face-to-
face methods to obtain optimal outcome due to the virtual nature on this technology.
1.25.3. Findings for Next Implementation of Web Based Teaching and Learning
Based on the analysis in the first action case research in Salford, there is some finding for next implementation described in the following paragraph:
•
Aptitude and Individual Differences
Web based teaching and learning technology may be followed without technical difficulty for those students who have experience of using Internet
supported by a few tutorial sessions. However it might be considered advisable to give more attention to those students without Internet skills.
•
Origin of Motivation
Web based teaching and learning environment can be designed to offer method with interactive facilities, which might enhance achievement motivation.
•
Opportunity to Construct Learning
The Media Centre, a set of online learning resource, one of Web based teaching and learning facilities providing additional information related to the
topic module see Appendix A, can support the students to construct their own learning.
•
Collaborative Support
Based on virtual team’s nine principles of people, purpose and link forming a simple systems model of inputs, processes, and outputs by Lipnack and Stamps
1997, Web based teaching and learning, when it is used to support collaborative learning may be considered as one type of virtual team.
Considering the three essential elements, people element in this collaborative learning is the students. There is also the lecturer and possibly the
