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ERIC Number: ED444594
Record Type: Non-Journal
Publication Date: 2000-Aug-25
Pages: 217
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Integrating WWW Technology into Classroom Teaching: College Students' Perceptions of Course Web Sites as an Instructional Resource.
El-Tigi, Manal Aziz-El-Din
This study examined college students' perceptions of course Web sites as an instructional resource for classroom-based courses. The focus was on identifying functions on the sites that students perceived as supporting and fostering their learning experiences. Subjects were 142 students responding to a 60-item questionnaire and open-ended questions. Findings indicated an overall positive perception of the quality and usefulness of the course Web sites. On average per typical semester week, 64 minutes were spent on conducting searches on the Web, 40 minutes on downloading and printing material, and 34 minutes on communicating with faculty and teaching assistants. Highest ratings of instructional quality were on the visual appeal and readability of sites and the importance of the material on the site. Lowest were on the clarity and purposeful introductions to each segment on the site, clarity of the connection of each new section on the site with course objectives, and general taste in color of the pages. Highest ratings for perceived usefulness were on the use of visuals to recall or present new information and the opportunity to ask questions online. Lowest were the use of links to review/recall prerequisite material and instruction on how to navigate the site. Greatest barriers to use were access to computers and to Web site addresses, perceived in adequacy of their Internet skills, motivation to use the site, and time constraints. Greatest facilitators of use were guidance, quality of content, availability of material, access to material, faculty, peers, teaching assistants, experts, and ease of communication. Overall impact of course Web sites was time saving qualities, 24-hour accessibility to resources, facilitating preparation for class, and increased understanding of class expectations and objectives. There appeared to be a negative relationship between residential distance from campus and perceived usefulness of sites and a possible relationship between courses and students' perceived instructional quality on functions related to clarity of purpose and objectives. Also, there appeared to be a general lack of motivation to use the sites, possibly due to their lack of mandatory use and what students reported as a lack of incentive to use them for specific course requirements. (AEF)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A