• Metacognitive skill in learning to learn for students may be obtained through reflection opportunity from authentic tasks and assignments in Web based
teaching and learning environment. • Additional knowledge and skill could be supported in Web based teaching and
learning environment by giving an authentic task supported with a repository document and information facility.
• Higher order outcome such as curiosity from the students experiences could be supported in Web based teaching and learning environment.
• Mental model such as the awareness of how important self-discipline and self- organise to follow Web based teaching and learning module could be obtained.
• In this virtual environment, lecturer may also be expected to monitor students progress in order to encourage, to give direction, and to guide students so not to
lose focus. • Internet access facility and provided time considering work overload from other
face-to-face modules were considered very important to conduct Web based teaching and learning module successfully.
• In some modules, a drawing tool is important to support Web based teaching and learning environment.
1.31. Research Questions and Research Objectives Examined
Based on the results from these researches, the research questions and the research objectives can be answered. The first research question ‘How does Web-
based teaching and learning technology help or support to deliver teaching at Salford University?’ can be answered as follow.
• Web based teaching and learning technology can be used to support in deliberating teaching across space, time, and organisation at Salford University.
• The Web based teaching and learning technology can be used to conduct collaborative learning among students guided by the nine principles of virtual
team Lipnack et al., 1997 at Salford University. The collaborative learning offered opportunity to students a convenient way of expressing their ideas
anywhere, anytime in a discussion which may involve guest lecturer or expert easily.
• At Salford University, a lecturer may also support Web based teaching and learning module guided by Laurillard’s conversational framework 1993 consist
of discursive level and interpretative level. • Using discursive level, a lecturer may articulate a subject matter presents ideas,
and deliver theory through providing qualitative information and additional information which supported a topic module such as documents and external
Internet links in Web based teaching and learning technology. • Guided by interactive level, a lecturer may support interaction with students to
allow students’ action constructed around the dialog supplemented by constructive and meaningful feedback from the lecturer and provide opportunity for students’
reflections by giving an authentic task. • An authentic task may allow students to obtain metacognitive skill, additional
knowledge and skill from their experience of the task supported by a repository document and information facilities, and mental model such as an awareness of
self-discipline and self-organise. • These discursive level and interactive level were supported in collaborative
learning through a lecturer involvement using asynchronous recorded online discussion facility in Web based teaching and learning environment.
The second research question ‘What are enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at
Salford University?’ can be answered considering the findings. The enabling characteristics are
• The Internet access facility, which was considered fast enough to support following the module, were provided for students at Salford University.
• The availability of Web based teaching and learning application was also supported by Salford University.
• Lecturer face-to-face support could also be conducted. Considering the inhibiting characteristics,
• The availability of the number of computer with Internet access in postgraduate laboratories was perceived limited by some students.
• The provided time to follow the module online perceived by students as limited considering work overload from other face-to-face modules may affect their
willingness to access the site.
• Some students expected enough time for tutorial session considering their first experience in using Web based teaching and learning especially for students
without Internet skill. • Most of the awareness of self-discipline and self-organise were gained after
students conducted their first experience following Web based teaching and leaning module.
• At this moment it seems that Web based teaching and learning module should be supported by lecturer through face-to-face contact especially considering their
first experience in using the technology. Considering the findings in the second organisation context, the third research
question ‘How does Web-based teaching and learning technology help or support to deliver teaching at Sanata Dharma University?’ is answered as follow.
• Web based teaching and learning technology may also support teaching activity across space and time at Sanata Dharma University considering additional Internet
access facility, which should be perceived useful by students. • The technology may also be used to conduct collaborative learning at Sanata
Dharma University, which offered opportunity for students a convenient way of expressing their ideas anywhere, anytime in a discussion which may involve other
lecturer using asynchronous recorded online discussion facility in Web based teaching and learning environment.
• At Sanata Dharma University, Web based teaching and learning module guided by discursive level and interpretative level in Laurillard’s conversational framework
1993 may also be supported by a lecturer. • Using discursive level, a lecturer may describe a subject matter, presents ideas,
and deliver theory through providing information supporting a topic module such as course documents.
• Guided by interactive level, a lecturer could support effective interaction with students to allow students’ action constructed around the dialog. The lecturer may
support constructive and meaningful feedback and provide opportunity to obtain relatively small reflection through giving an authentic task considering the limited
provided time to follow the module. • Although there was only a limited time for the research, the simple authentic task
may show that it allowed students to obtain additional knowledge and skill
supported by a recorded online discussion facility and a repository document and information facilities.
• The lecturer may be involved in the collaborative learning in order to support online teaching using Laurillard’s discursive level and interactive level.
The last research question ‘What are the enabling and inhibiting characteristics associated with the implementation of Web-based teaching and learning technology at
Sanata Dharma University?’ can be listed as follow. Considering the enabling characteristics,
• There were some computer laboratories at Sanata Dharma University, which can be developed to support Internet access facility for students. Furthermore after the
research, the course tutor of Informatic engineering at Sanata Dharma University told that they have plans to improve the Internet access in the university.
• Trust, which is considered as important factor to conduct collaborative learning successfully, could be built in Web based teaching and learning module at Sanata
Dharma University such as the willingness for the students to complement each other to solve the assignments.
The inhibiting characteristics of Web based teaching and leaning implementation are listed as follow.
• At this moment, Internet facility at Sanata Dharma University did not support to conduct Web based teaching and learning module.
• Sanata Dharma University has not supported the Web based teaching and learning application yet.
• The usage of Indonesian language to build and to support the online module, which was perceived by student to be understood more quickly, may give another
problem since most of additional information from external Internet link are in English language.
In relation to one of the research objective ‘To develop practical guidelines for the use of Web based teaching and learning technology at Sanata Dharma University
and in universities in Indonesia in general’, the general guidelines is given in Appendix G based on the general finding discussed in section 6.1 above.
1.32. Conclusion
