The few students who did not like using the WWW indicated that the problem was lack of access to adequate computer facilities. Those students who did not like using email identified the lack of word-processing power in the SMTP mail editor as the major problem. The majority of students would also like cybersyllabi for all biology courses, chemistry, physics, astronomy, psychology, business, finance, and all other courses. Students reported that the lab results pages, hyperlinks, list of websites, and search engines were most helpful. Integrating the WWW into biology courses facilitates achievement of this goal of teaching students how to become scientists by making data available from experiments commonly conducted in undergraduate teaching laboratories.
Students can access data for comparison purposes or to increase their own sample size.
This can be particularly helpful for small classes where a limited amount of data are generally collected, and when experiments fail to yield meaningful data. When more undergraduate-generated data become available on the WWW, then more comparisons will be possible. The WWW then becomes an additional teaching tool that can be used to assist students on their journeys to becoming scientists. Washington, D.C. Community of Science 1997. Crofts, A. R. 1996.