ERIC Number: ED443322
Record Type: Non-Journal
Publication Date: 2000-Apr-26
Reference Count: N/A
New Solutions, New Barriers: Current Uses of the Web in Higher Education.
This paper examines the use of network technologies in higher education and explores how adaptable network tools are for particular learning and teaching environments. The study included a review of the literature describing World Wide Web use to support learning in postsecondary courses in the United States and Canada. Additionally, interviews were conducted with 16 students in three classes at two institutions in which Web technology was used, as well as with four instructors. Data examined included student profiles, class topic, network tool, pedagogical tool, context, adaptable system components, educational purpose, and evaluation. The study found Web-based learning at all levels (undergraduate, graduate, professional) and in many different kinds of institutions, with the majority of courses concentrated in scientific and technical subject areas, which do not include many students with identified special needs. Instructors most often use the Web to enhance communication with students; to provide links to outside resources; and to post course information. Teachers struggle to meet students' differing needs because development of Web-based material is so time-consuming. Appended are a list of the literature reviewed, questions applied to the literature review, and interview protocols. (Contains 35 references.) (SM)
Descriptors: College Faculty, College Students, Computer Networks, Computer Uses in Education, Disabilities, Diversity (Student), Educational Technology, Foreign Countries, Higher Education, Interviews, Literature Reviews, Special Needs Students, Student Attitudes, Teacher Attitudes, Teaching Methods, World Wide Web
A digital version of this paper is available at http://www.cast.org/presentations/rruzic/AERA2000.html.
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada