face meeting I4D6, I11C1, Q11C2 on the actions that related to the task goal which is considered as Laurillard’s interactive level Laurillard, 1993. This interactive level
needed support from the lecturer to obtain cooperative goal, concrete result and trusting relationship, which have been explained in the section 4.3.1.5 collaborative
support category above. This team’s authentic task also needed the students to support independent members, shared leadership, interdependent task, and trusting
relationship, which have also been explained in the section 4.3.1.5 collaborative support category above, in order to obtain collaborative learning experience
successfully. They obtained some experiences Q1A2, Q20D1, I21B3 from the authentic task in Virtual Organising module, and one of the students said that this was
a good experience, a learning experience that showed how things could go wrong I21B3.
In this module, it seems that Web based teaching and learning environment provided opportunity for the students to learn authentic task
supported by the lecturer through Laurillard’s interactive level 1993 which also involved some virtual team principles Lipnack et al., 1997 as they learned
experiences to put into practice some of the theories of Virtual Organising to gain reflection.
1.25.1.7. Teacher Support
In this category, the researcher will use Laurillard’s conversational framework 1993 to guide analyses of Virtual Organising module. This conceptual framework
consists of discursive level and interactive level. The lecturer built the module online using Learning Space application with many facilities such as the Schedule, the
Course Room Discussion, the Media Center and the Profiles to support the module. It seems that the boundary between the both level in this analysis is quite difficult to be
determined since in this module the students learned Virtual Organising theory using Virtual Organising technology itself, in this case Learningspace, as the authentic task
to gain experiences of Virtual Organising theories in practices.
1.25.1.7.1. Discursive level
The lecturer used the Schedule facility to describe the subject matter and present the idea Laurillard, 1996. In this facility she provided information
concerning what the course was about, the facilities in this module, availability of
teacher support, the assignment, and then on the course book which described the points of the course book which was important to look at. She also gave the link to
other resources that support the material, for example resource materials provided in the Media Center facility. The students perceived the usefulness of the Media Center,
the Schedule, and the Course Room Discussion, which has been explained in section 4.3.1.4 above. One of the students said ‘The schedule for me was very important
because that’s keeping track of what I supposed to do in the course’ I6A1. When the
researcher asked whether they could get the solutionanswer in web-based teaching and learning environment like what they expected when they had problemsquestion
with the course material. One of the students noted I could find from the Media Centre
Q9D2.
These indicated that the Schedule and the Media Center facilities are considered to be important to guide student in the process of learning. It may
also be important to be considered by the lecturer to prepare these facilities carefully.
After following Virtual Organising module online, one of the students said I just did not quite know what she expected from us sometimes
I11C7. Although there was schedule facility that provided information about what the students should do,
this comment indicated that there was opportunity for the students to be confused in this environment. It has been explained in section 4.3.1.2 above that he had difficulty
using the product which caused him not to use the Schedule facility I6C1.
It may be important to give understanding for the students how important are the Schedule and the Media Center facilities to support learning
and to make sure to inform the students concerning the existence of these facilities and their usage.
One of the students felt that they were left behind the schedule I6B1. The other student said he could follow the schedule quickly and follow the remainder
Q15A2. When the researcher asked about the assignment to build the Web site, which was never launched, he who gave very useful scale on the Schedule facility
said that the time was a problem I17A1.
The time that provided for the student to conduct learning should be planned carefully considering the early experience and the ability of the students
to use the software.
In virtual organising module, the students obtained free Internet access facility through all of AIS computer facility in the university and there was 24 hours
computer room. There was some problem perceived by student concerning Internet access facility I2B2, Q5A2. Most of the students accessed from university and only
one student accessed the site 2-3 times per week with 90 from home and the rest from university.
This indicated that Internet access facility is considered supporting the students following Web based teaching and learning module, which is considered
as very essential factor although some students perceived the limited number of the computers.
Most of the students did not feel read much material, i.e. 10, 25-50, 10, Q8X1. They did not like to read long material online, and prefer to print it
out Q8A1, I8A1, Q8B1, I8B1, I18D3. Web based teaching and learning environment seem not appropriate for reading
long material. It might be useful to provide downloadable file form of the material. In this Virtual Organising module, the lecturer gave opportunities for students
to join with the dialogs, giving their point of view, and asking question, practising the moves of languages and argument proof and representation Laurillard, 1993 using
the Course Discussion and email facilities. How the students conducted collaborative learning using these facilities have been analysed in section 4.3.1.5 above. In this
category, the researcher will analyse how the lecturer supported the students to conduct collaboration. One of students gave average scale when the researcher asked
about how much he liked Web based teaching and learning. He said I didnt get interaction with the teacher that it might do. The other think it distracted me if you got
particularly such as difficult problem to deal with your own Web based learning and you need to wait for tutorial support come true
I3C2, I3C3. The students expected to have face-to-face meeting to obtain feedback, to obtain support, to meet classmate,
to answer technical enquiry, to share experience, to obtain tutorial meeting, to get direction and input if the group confused, and to get motivation for discipline I3C4,
I4D4, I4D6, I9C1, I11C1, Q11C2, I11C6. One of the students noted ‘On occasions when thing seem to lack face to face lectures were held to review progress. This was
very good and again it showed the pitfalls of virtual learningteaching Q11A3 and
If I didnt understand something, the face-to-face lecture will help me to understand it
I20A3.
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
