1.29.1.9. Knowledge and Skills
According to Khan, Web-based teaching can be designed to enhance the transfer of knowledge and skills by emphasising authentic tasks that students own
for themselves Khan, 1997 in Reeves, 1999. The authentic tasks experience in this module might also add students knowledge and skill. This authentic task has been
explained in section on task ownership category above in which one of the students perceived additional understanding in database design P19A2. This authentic task
was conducted through the Discussion Board, which also was noted by one of the students P25B2. The other perceived additional knowledge about Web based
teaching and learning technology P19A2, P25A1.
This indicated that the students perceived additional knowledge and skill through authentic task using the Discussion Board facility.
1.29.1.10. Mental Models
It seems that it was rather difficult to build mental models in a short research
due to the limitation of time in this module. 1.29.1.11.
Higher Order Outcomes
After this module finished, the researcher received some email from some of the students who were interested to take Web base teaching and learning topic for
their dissertation P21A1. The other asked about the topic around the assignments topic.
It seems that this module may encourage the students to apply their experience in their own need.
1.29.2. Suggestions for Next Implementation
The researcher asked the students about which method they prefer, a traditional teaching method, a web-based teaching and learning method, or the
combination between two. All participants chose the combination between two methods. They perceived that in face-to-face they felt easier to understand a detail
theory P26B1, an explanation of problem P4C1, P26A1, to obtain trainingtutorial. They also suggested to improve the Internet access facility P18C1, P26D3 in order
to obtain the advantages of Web based teaching and learning method such as across
time and space P26A2, P26C2, backup face-to-face class P4C1, P26C2, P26D2 and save time and cost P4B1.
Based on the students experience, at this moment it seems that Web- based teaching and leaning implementation in Sanata Dharma University need to
be supported with face-to-face meeting and Internet access facility due to the limitation of the facilities.
1.29.3. Findings for Next Implementation of Web Based Teaching and Learning
Based on the analysis in this second action case research at Sanata Dharma University, there are some learning points for implementation of Web based teaching
and learning technology described in the following paragraph: • Web based teaching and learning technology may be followed without technical
difficulty for those students who have had experience of using Internet supported by a few tutorial sessions.
• It was considered rather difficult to inform the importance of the facilities in Web based teaching and learning technology in their first experience without face-to-
face contact, although some students did not find difficulty. • It was considered difficult to support the awareness of independent members such
as self-discipline and self-organise for the students in their first experience due to the limited time of the research, the nature of additional module without
assessment and the missing of face-to-face contact from the lecturer. • The lecturer could support shared leadership through facilitating open discussion
and integrated level through inviting the college lecturer in the online discussion level.
• The lecturer could provide an authentic task through a team assignment as a coorporate goal. It allowed the members to conduct an online discussion
supported by the Discussion Board and the Course Document facilities to solve the problem together, which was perceived by the members as interdependent
task. The experience of understanding in database design was perceived as a concrete result. The lecturer also supported the authentic task using Laurillards
1993 interactive level. • Recorded online discussion among the members was facilitated through the
Discussion Board facility to provide a convenient way to express their idea
anywhere and anytime in a discussion. This facility also allowed the lecturer to provide meaningful feedback although students’ reflection could not be supported
directly due to the limited time of the research. • Asynchronous recorded online discussion using the Discussion Board facility in
Web based teaching and learning environment may be used to accommodate some students’ learning style such as anytime learning. However other members also
perceived this advantage as a limitation which may be complemented through synchronous discussion facility which was not supported in this research.
• There was willingness to complement each other among the students to solve the assignment. It might show their willingness to give trust to fellow students.
• Using Laurillards 1993 discursive level, the lecturer might provide useful information in the Course Document and the External Link facilities, but it seems
that some students did not use the External Link facility considering the limitation of time provided to follow the module.
• The student perceived usefulness of the material in downloadable file form facility.
• It seems that the students perceived the enhanced material from better presentation such as using some pictures and interactive environment in Web based teaching
and learning environment. • Metacognitive support was considered rather difficult to be supported due to the
limited time of the research. However there was relatively small reflection gained from their database design experience.
• Knowledge and skill was supported through the authentic task • Curiosity of the opportunity to use Web based teaching and learning technology
and the assignment topic as dissertation topic by some students was considered as higher order outcome.
• Mental Model was considered rather difficult to be supported due to the limited time of the research.
• Monitoring student’s progress was considered to be important to guide, to encourage and to give direction the students in order to follow the module in the
virtual environment. • Based on the research chronologies see Appendix E Internet facility at Sanata
Dharma University did not support to conduct Web based teaching and leaning
module. The cost of Internet access from Internet café was still expensive perceived by the students. It seems that the Internet access is considered as the
main barrier to conduct Web based teaching and learning at Sanata Dharma University.
• The drawing tool is considered to be important to support the discussion. • Based on this experience of Web based teaching and learning module in a limited
time, it seems that tutorial technical support concerning how to use facility considering the students’ first experience is very important. This support is
considered to be faster if it is deliberated and controlled in face-to-face rather than through virtual environment.
• At this moment, implementation of Web based teaching and learning module at Sanata Dharma University need to be supported with face-to-face meeting and
improvement of Internet access facility. • The usage of Indonesian language, which is a formal language in deliberate
teaching in Indonesia, to support the module was perceived useful to understand the material more quickly.
Chapter 6 Research Summary
This chapter presents revisited findings of the action case researches in two different organisation contexts, examined research questions and research objectives,
personal reflection and conclusion.
1.30. Revisited the Findings from Both of the Action Case Researches in
Difference Organisation Contexts
Considering the factors depicted in Table 3.7, which may affect the findings of the two action case research in different organisation context, the following section
tried to revisit the findings given in Chapter 4 and Chapter 5. The first action case research at Salford University may give more in-depth understanding since it was
carried out in such a longer time compared with the second research at Sanata Dharma University, however it allowed the researcher to explore the findings based on the two
different contexts. The limited Internet access facility and provided time to follow the module,
and the nature of additional module without assessment in the second research might affect the participants’ willingness to follow the module online. These limitations also
explained why only some participants 4 members of 21 registered users actively access the site. The students from undergraduate degree in the second research
considered have less self-organise and self-discipline, compared with the students from master degree in the first research that might also affect their willingness to
access the site. Furthermore, no direct face-to-face support by the lecturer in the second research due to the distance limitation might also affect this willingness.
The technical Database System module in the second research compared with the non-technical Virtual Organising module in the first research might affect how the
students contribute in the discussion considering the exact nature of a technical field. Based on the researcher’s observation it seems that database module allowed the
students to contribute relative freely due to the nature of database design, which may produce many variety results.
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