Weaving a Workable Web: Lessons From An Online Post-graduate Distance Education Course

The paper describes the systematic evaluation of an internet-based post-graduate distance education course, utilizing WebCT. It outlines the design and pedagogical strategies adopted and presents data from a micro-ethnographic case study during its first year of implementation. The teacher and students' perceptions of learning via the web are reported. Although data suggest that online teaching enhances the texture of the course, it needs further exploration in order to determine how the technology can be effectively woven into the overall fabric of post-graduate studies. In this regard, the paper highlights both positive and negative aspects of learning with the Internet. A number of unexpected outcomes emerge from the research, especially in terms of (a) sense of community, (b) teacher satisfaction and (c) student perceptions of distance education. The research provides valuable insight into the problems and potentialities of developing a workable web-based course in post-graduate education. Weaving a Workable Web: Lessons From An Online Post-graduate Distance Education Course Twenty-five years ago Bill Gates and Paul Allen, two famous computer gurus, were standing at a Harvard Square news-stand reading the January issue of the "Popular Electronics" magazine. On the magazine's cover was a photograph of a very small computer the "Altair 8800". It was being sold for $397 as a kit. When it was assembled, it had no keyboard or display. When Bill and Paul read about this first truly personal computer (PC), they did not know exactly how it would be used but they were certain it would change people's lives and the world of computing forever. They were right! � The personal computer revolution happened and it has affected (and is still affecting) millions of lives. It has led us all to places and situations we had previously dreamed of. The invention of the PC opened a road of innovation for the creation of sophisticated business applications, Internet connections, electronic mail, on-line communication, multimedia software, games and education systems. Above all, it became the foundation for the next revolution. Twenty-five years have passed and a new revolution is underway. It is one of the most spectacular technological phenomena of the century: the development and acceptance of the Internet as a means to communicate, search for information, shop electronically, teach and learn and do all sorts of other functions that affect everyone's lives. Indeed, the Internet is the topic of rampant speculation. Bill Gates has made many pronouncements about the potential of the Internet and claims: "We are all beginning another great journey. We aren't sure where this one will lead us either, but again I am certain this revolution will touch even more lives and take us all farther. The major changes will be in the way people communicate with each other. The benefits and problems arising from this upcoming communications revolution will be much greater than those brought about by the PC revolution" (Gates, 1995, p.XI). This paper documents and extends the Internet journey by evaluating the success of a webbased post-graduate distance education course. The web-based course was subject to systematic evaluation during its early design and initial year of implementation. Our paper reflects on how the adoption and adaptation of the web enhanced the texture of the course. We report student and teacher perceptions, along with usage data, and highlight a number of unexpected outcomes to argue that online learning is part of social practice. Implications for effectively weaving web-based teaching into the overall fabric of post-graduate studies are considered. The intention is to contribute to a better understanding on how to use the web for effective learning and teaching at the post-graduate level.