Figure 2.3 Laurillards Conversational Framework Laurillard, 1993.
The usage of Information and Communication Technology ICT to support learners reflection through linking students reflection and conceptualisation in order
to practise external in a specific learning community of practice has been observed by Bell. She says Reflection and conceptualisation were evident despite the apparent
decontextualisation of the setting Bell, 2000.
Based on conversational framework for a comparative analysis of teaching media, Laurillard argues that computer-based media can produce results of a more
balanced distribution across attending, practising, discussing, and articulating. These are the key types of learning activities, and it means achievement of a more effective
balance between active learning and mere attending Laurillard, 1996.
1.17. Web Based Teaching and Learning
Before considering what is Web-based teaching and learning, it is important to reflect upon distance education. There are many definitions of distance education as
described in the following paragraph. Holmberg 1989 provides a definition as “The term distance education covers the
various forms of study at all levels which are not under continuous, immediate supervision of tutors present with their students in lecture rooms or on the same
premises, but which, nevertheless, benefit from the planning guidance and tuition of a tutorial organization
” Holmberg, 1989. Keegan 1990 defines distance education in terms of: “Separation of teacher and
learner, use of media, provision of two-way communication, influence of an educational system, and an industrial base operation
”. Distance education is planned learning that normally occurs in a different place
from teaching and as a result it requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other
technology, as well as special techniques of course design, and other technology, as well as special organizational and administrative arrangements
. Moore, 1996 p. 2. According to Lawhead, the two important components of distance education are
distance learning and distance teaching. In distance learning and teaching, student and teacher must communicate and there should be interchanges between student-student
and student-teacher, where the student is given responsibility for hisher own. This type of distance education refers to the situation where student and teacher are distant
in place, and then they can use Web tool for distribution and interaction Lawhead et al, 1997. In this paper, the term Web-based teaching and learning is used as
deliberate attempt to provide distance education. Web-based teaching and learning technology offers some potential power uses to
support teaching and learning. Reeves noted that some of the common uses academics are making of the Web include:
• “enriching access to course materials, • documenting course discussions,
• posting student writing, art, projects, etc. for critique, • providing tutorials, simulations, and drills,
• facilitating group work, • providing remedial support andor enrichment, and
• enabling reflection and metacognition” Reeves, 1997.
Figure 2.4 A Model of WWW Based Learning Reeves, 1997
Reeves argues that there is a lack of understanding of the effective dimensions of WWW as a learning environment in higher education and misunderstandings
among higher education personal about the potential of the WWW to support learning Reeves, 1997. He then proposes a model, depicted in Figure 2.4, consist of input,
output and outcome involved in higher education to capture the complexities involved in teaching and learning.
1.18. A Unified Conceptual Framework
