This indicated that face-to-face was perceived to be important by the students to support technical inquiry, to know and to support each other and to
motivate discipline. It seems that in the virtual learning, the lecturer can not effectively rely on it alone, it has to be reinforced by face-to-face class.
When the researcher asked whether they could get the solutionanswer in web- based teaching and learning environment like what they expected when they had
problemsquestions with the course material, one of the students noted that she could discuss it with the lecturer through email and the Course Room Discussion facility
I9D1, Q9D3. The students also received feedback through Web based teaching and learning environment, such as sending email and making commentfeedback I11B2,
I11D1, Q11D2, encouraging member to use the time and space provided and not to lose focus Q11A2. One of the students suggested It may be useful to find someway
to course member who are not really get into it to encourage them I11C2.
All of this indicated that the students expect that the lecturer still supported them in the process of learning in this virtual environment. The
lecturer was perceived helpful to encourage students, to give direction and feedback, and to guide so not to lose focus in the virtual environment.
1.25.1.7.2. Interactive level
In Virtual Organising module the lecturer gave an authentic task to put into practice some of the theory of Virtual Organising and some writing assignments. The
authentic task is considered as the most important task as it included practical implementation of the theories. The analysis of the interactive level includes the
analysis of the authentic task, which was discussed in section 4.3.1.6 above. The authentic task for student shown how the lecturer set a task goal and gave feedback to
learn Virtual Organising theories in practise. In the process of learning experience in practice, the lecturer gave task goal in the Schedule facility, gave feedback through
online and face-to-face meeting in order to guide students so not to lose focus. How the teacher supported the students to provide students and teacher interaction using
the facilities and how the students perceived this support has been explained in section on discursive level analysis above.
1.25.1.8. Metacognitive Support
One of the students gave little or no use scale on the Media Centre, but he said May be I did not use it properly, may be just me
I6B2 and he said Media Center potentially could be the most useful if we actually used it more. In the future and there
is a media centre, I will use it more I7B1. The other student realised how important
of self-discipline in this virtual environment I20D1. It seems that after they did their authentic task, which has been explained in
section 4.3.1.6 above, i.e. putting into practice some of the theories of virtual team using Web based teaching technology facility to learn Virtual Organising module,
they found strategies how to use the Media Center to support his learning process in
the future.
At the end of Virtual Organising module, the lecturer gave an assignment for the students concerning their experience when they were using Learning Space in this
module. This assignment might support the students to gain reflection to conduct a virtual team. This is considered as concrete result, which has been discussed in
section 4.3.1.5.6. It seems that metacognitive skills in learning to learn might be supported by
Web based teaching and learning environment through providing reflection opportunity from authentic tasks and assignments.
1.25.1.9. Knowledge and Skills
Web-based instruction can be designed to enhance the transfer of knowledge and skills by emphasising authentic tasks that students own for themselves Khan,
1997 in Reeves, 1997. Based on Khans opinion, the experience of using Virtual Organising in practise gained from authentic task by students in this module may add
students knowledge and skill. The experience from authentic task has been explained in section 4.3.1.5.6 above. This authentic task has also been explained in section
4.3.1.6 above which was supported by the lecturer through interactive level Laurillard, 1993. When the researcher asked the students to rate how much they
believed if they had additional knowledge and skills from Virtual Organising Web- based teaching module, one of the students who gave the highest scale said I
managed to get to practice what I have learnt in theory and this has increased my understanding of the concept of computer supported working and learning’
Q16A2. The others who gave average scale or below said that they obtained additional
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
