Findings for Next Implementation of Web Based Teaching and Learning

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 guest lecturer. The awareness of the members of collaborative learning participants, concerning independent and voluntary behaviour to support interdependence of roles, should be realised by the students with considering to be self-organise and self-discipline. Face-to-face meeting among the members may provide opportunity for each member to motivate each other to gain the awareness of interdependent task better than online. The lecturer may also support shared leadership among the members through facilitating an open discussion. She may also support integrated level among the students, the lecturer, and the guest lecturer see section 4.3.1.5.3, which is facilitated more easily in virtual environment, in order to gain collaborative learning successfully. Such lecturer support is considered as the interactive level in Laurillards conversational framework 1993 which will be explained in section on task ownership below. In the purpose element of collaborative learning in Web based teaching and learning environment, the lecturer may support cooperative goal through giving team assignment. This may encourage the student to realise interdependent tasks to achieve concrete results, such as experience and reflection, which are considered as a valuable result. In the link element, Web based teaching and learning technology with Internet based technology supports the transmission of multimedia such as document, sound, and video. These supports depend on the maturity and the availability of the Internet technology used. This research used asynchronous technology with document transmission ability, and supporting online discussion across time, space, and organisation. The awareness of trust considered to be very important may be gained through their experience, which may be supported by the lecturer. Let us now consider the virtual team’s simple systems model of input, processes, and output. In the beginning Web based teaching and learning technology used the Internet as a vehicle to support interaction and relationship among members such as email and the Course Room Discussion facility see Appendix A. These facilities allow recording of the discussion and sending messages with attached documents. The history discussion record facility may support the students to remember the content of the discussion, which allow more members to follow and joint easily. These asynchronous technologies may offer an advantage in preparing an argument in the discussion with no time constrains. However this can be a disadvantage as it delays response in the discussion. The awareness of the importance for the students to be independent members who show self discipline and self organise may be obtained in a Web based teaching and learning environment after the students’ first experience of using the technology. It may be important for the lecturer to support the students’ awareness in the first experience using it. Cooperative goals may also be supported in Web based teaching and learning environment through the team’s assignment, which offered an authentic task. In process stage, the lecturer may support shared leadership among students in Web based teaching and learning environment. The awareness of interdependent tasks, which is considered very important to conduct collaborative learning successfully, could be realised by some students in order to do the team assignment. Face-to-face meeting could be used to motivate the members to gain the awareness better than online. Web based teaching and learning may offer the students a convenient way of expressing their ideas across time, space, and organisation, and may also provide the opportunity for more students to contribute to the discussion. In the output stage of the model, the awareness of trust given by the fellow students to a student needed to be regarded, and should be realised by the students to conduct collaborative learning successfully. The Schedule and the Media Center facilities containing selected information, which can be used to gain trust from the lecturer, should be prepared carefully by the lecturer to support collaborative learning. Web based teaching and learning environment support integrated level in collaborative learning, as it is easier to invite guest due to the virtual nature of the technology. The experience gained by the students from authentic task is considered as concrete result in the collaborative learning. It seems Web based teaching and learning facility such as the Course Discussion may be used to conduct collaborative learning successfully to achieve concrete results considering the awareness of the nine principles of virtual team Lipnack, 1997 and to allow the lecturer’s support. • Task Ownership Web based teaching and learning environment provides opportunity to give authentic tasks for the students supported by the lecturer through Laurillard’s interactive level 1993 which also involve some virtual team principles Lipnack, 1997 in conducting collaborative learning. This interactive level allows the lecturer to provide meaningful feedback through online facilities such as the Room Discussion and email facilities and face-to-face meeting for the students in order to gain experience and reflection. • Teacher Support Web based teaching and learning environment may be used to provide the lecturer support. In Laurillard’s discursive level, the Schedule and the Media Center facilities are considered to be important to guide student in learning process so it may be important to prepare these facilities carefully and to inform the students how useful these facilities are. The contents of these facilities have also potential to gain trust from the students see section 4.3.1.5.9. As this virtual environment seems inappropriate for reading long material, it may be important to provide material in a downloadable file form. Internet access facility supported the student to follow the module, which is considered as very essential factor although some students perceived the limited number of the computer. Provided time considering work overload from other face-to-face module is also considered very important factors in the successfulness of Web based teaching and learning module. The lecturer’s support in this virtual environment is still perceived useful to encourage students, to give direction and feedback, and to guide so not to lose focus. The lecturer is also expected to support technical enquiry and to motivate discipline through face-to-face meeting due to the virtual nature of the environment. • Metacognitive Support Web based teaching and learning environment may be used to obtain metacognitive skill in learning to learn through providing reflection opportunity from authentic tasks and assignments supported by the Media Center and the Course Discussion facilities. The lecturer through Laurillard’s interactive level supported metacognitive skill, which is considered as concrete result principles in Lipnack’s virtual team. • Knowledge and Skills Web based teaching and learning environment may be used to provide additional knowledge and skill through Media Center and the Course Discussion facilities, which support authentic tasks. • Mental Models Web based teaching and learning environment may provide opportunity to build mental model such as the awareness of how important self discipline and self organise is, which is gained from the students’ experience, to follow Web based teaching and learning module. • Higher Order Outcome Web based teaching and learning environment may provide opportunity to obtain higher order outcome such as curiosity of applying their experience in their own virtual environment. • The Student’s suggestion for Next Implementation Based on the students’ experience, at this moment, Web based teaching and learning environment may need to be supported by face-to-face methods to obtain optimal outcome. Based on the above finding, the researcher tried to provide guideline for the next implementation of Web based teaching learning technology. The guideline is provided in Appendix F.

Chapter 5 Result and Data Analysis

in Sanata Dharma University Context Guided by the guidelines see Appendix F obtained from the first action case at Salford University discussed in Chapter 4, the second action case research was conducted at Sanata Dharma University context. As the second action case research took place in a different organisation context, not all of the guidelines are used with considering some factors, which may affect different result in different context, depicted in Table 3.7. In this chapter, the result of the research is analysed guided by the unified conceptual framework described in Chapter 2. This chapter begins with a description about the course background in Sanata Dharma University. In the next section the action case research in Sanata Dharma University context is discussed with considering the guidelines, which is appropriate with this context. In the following section the research data is analysed based on chronologies and categories in the unified conceptual framework.

1.26. Course Background at Sanata Dharma University

The second action case research was conducted at Sanata Dharma University in Indonesia where the researcher was teaching Informatic Engineering undergraduate program. Sanata Dharma University was a private university. In a private university in Indonesia, the students must pay themselves the tuition fee without support from government. In Informatic Engineering department, there were 10 permanent lecturers http:www.usd.ac.idfakultasteknikft.htm , last accessed 16 March 2001 and more than 500 students divided in five academics year in an email from course tutor, received 19 March 2001. The lecturers mainly used traditional methods in delivering teaching. There were some modules such as Database System, Data Analysis, and Information System, in which lecturers encouraged students to work in a team in order to complete their assignments. There was a lecturer who has tried to use Web technology to support their teaching, such as using Yahoo groups.