the Course Documents, the Assignments, the Course Material, the Discussion Board, and the External Links facilities.
It may be useful to think that in discursive level it will be analysed how the teacher support the students to learn the theories of database design and in
interpretative level, it will be analysed how the teacher supported to obtain experience of database design theories in practise through a task. The task was a database design
for a simple Web based Hospital Information System. These analyses will be explained in the following section.
1.29.1.7.1. Discursive level
The researcher used the Course Information, the Course Documents, the Assignments, the External Link and the Course Material facilities to describe the
subject matter and presents the idea Laurillard, 1996. In these facilities he provided information concerning what was the course about, the facilities in this module, the
course material and the assignment. He also gave the link to other resources that support the material for example Internet link to other source provided in the External
Links facility. In order to conduct discursive level successfully, the lecturer supported the students through cooperative goal, trusting relationship and multimedia which
have been explained in section 5.4.1.5 collaborative support above. One of the participants noted that the material was easy to understood P4D1,
and the usage of Indonesian language made the material could be understood more easily P4D3. Most of students gave highest scale to the Course Material, which
contained material in downloadable file form P7X6, P8X5, and gave high scale to the Course Document, which contained material in HTML pages P7X4, P8X3. One
student noted that he downloaded the material in the Course Material P19C2.
The Course Material and Course Document facility might be perceived to be important to guide the students in the process of learning. It seems that the
students prefer to read the material offline. The usage of Indonesian language, which was perceived more familiar by
students, might support the students to learn the material faster.
The Announcement facility, which contains guideline about the progress of the module, was given relatively low scale P7X1, P8X1. It might have relation with
the schedule, which was out of order due to some reasons. This problem has also been explained in the chronology of the research see Appendix E.
Monitoring students progress was considered important to guide the students in following the module in the virtual environment, as there was one student who
asked What should I do now? Although there was information about what the students should do in the Announcement and email sent by the lecturer concerning the
module schedule, this comment indicated that there was opportunity for the students become confused in this environment. The lecturer also put the information about the
course in the Course Information facility, which was given below average scale by most of the students P7X2.
It might be important for the lecturer to support awareness of the important of each facility in Web based teaching and learning technology, which
was considered easier through face-to-face meeting.
Most of the students found difficulty to allocate time due to the other tasks from face-to-face module, the same schedule with the lecture and one student noted
that the schedule was not on the right time P17B2, P18A1, P18B1, P18C1, P25A2, P27B1. The researcher realised that this situation was happened because of the
restricted time for the research. On the other hand two students considered active in following the module which also could be monitored through Course Statistic
facilities. The successfulness of the college lecturer to encourage student to follow the forth session through face-to-face approach, which has been explained in the
chronology of the research see Appendix E, was shown how important face-to-face contact to motivate student.
Self-discipline is considered as an important factor to follow Web based teaching and learning technology successfully. It seems that face-to-face contact
is considered more effective to motivate student to follow the module.
Interaction with the teacher to understand the course material was perceived useful by the students P10A1, P14B1, P14C1, and P17C2. One student perceived
that interaction with the lecturer limited to writing question P14C1, he noted that in order to ask a question using images, he would need additional cost and time. As it
has been explained in the chronology of the research see Appendix E that drawing tool facility was considered important for this module.
All students and the college lecturer felt that although Internet access from university was free for them, it was too slow. The worst thing was that it was often
stuck and sometimes it failed to connect the site and in return they felt that it was not effective, wasted time and wont produce outcome P3A1, P3A2, P3B1, P3C1, P3D1,
P9C2, P10C1. This problem also has been described in the chronology of the research see Appendix E.
When the third session was conducted at Internet Cafe on Saturday afternoon consist of three members, one of the students felt that the Internet access could
support them P3B1. In the fourth section on Tuesday afternoon, the members accessed the site from Internet cafe consisting of eight computers with Internet access.
In this fourth session, the college lecturer felt that Internet access was slower then previous session P3D2. They also felt some difficulty such as logout by itself, could
not login, slow respond, slow update, too often refresh, and lost typed message due to automatic refresh which caused them to retype again P3D2, P6A1, P6B1, P6D1,
P12A2. The students perceived that these difficulties affect their willingness to access the site P18C1, P25B3. The college lecturer noted that it did not happen
when she accessed the site from home P6D2. The researchers, who also followed the discussion at that time through dial up connection from students accommodation,
didnt meet these problems. It also has been explained in the chronology of the research.
1.29.1.7.2. Interactive level
