Integrating e-learning into full-time undergraduate teaching - some reflections on the choices made

Abstract

This paper reports on the experiences of two early adopters of WebCT at MMU Cheshire who combine elements of e-learning with more traditional face-to-face undergraduate teaching. It explains firstly, the authors' views of their own role in the learning situation. It then explores how this was translated into practice given the authors' understanding of the capabilities of the software. The elements explored include delivery of learning material in place of lectures, delivery of lecture session support materials, use of the sites as 'universal unit information sources', use of the bulletin board facility for discussions, on-line formative assessment, on-line summative assessment and e-mail support. For each unit the advantages and disadvantages of WebCT are identified, and it is suggested that the old adage of pleasing some of the people some of the time appears to apply. The paper briefly examines student performance in relation to their use of the WebCT resources provided and concludes that, like any of the other support mechanisms offered to students, it appears to be the most motivated who make the best use of the facilities. The paper concludes that the authors now see that their expectations of their own role and that of the students in the learning situation was, perhaps, a little optimistic.