The use of WebCT in online and blended modes

Allan H K Yuen and Deng Liping
University of Hong Kong
Hong Kong SAR, China

Robert Fox
Chinese University of Hong Kong
Hong Kong SAR, China


In the past decade, course management systems (CMS) have become an integral part of the infrastructure in higher education. However, the level of technology integration in teaching and learning varies to a large degree. The blended mode of learning that combines face-to-face and online learning has become increasingly popular, while courses conducted entirely online are comparatively rare at universities in Hong Kong. This exploratory study compares the use of WebCT in support of online and blended learning in a Hong Kong university. The comparison focused on two parts of the same course in two semesters. The first part was delivered wholly online through WebCT; and the second part was conducted in the traditional face-to-face mode with WebCT as a supplement. The design and implementation of the two parts are described and emphasis is put on students’ perceptions and experience of online learning in both modes. The community of inquiry framework (Garrison, Anderson and Arther 2000) and three types of interactions advanced by Moore (1989) are employed as lenses for a better understanding of students’ online experience and for proposing guidelines for designing online courses.

A paper questionnaire was issued at the beginning of the spring semester 2007 to explore students’ experiences, perceptions and attitudes towards the online course they had in the previous semester. In particular, we collected their views on the benefits and challenges of learning online. The construction of the questionnaire was informed by the related literature and the instructor’s feedback. Focus group interviews were conducted with two groups of students at the end of the semester. The interviews aimed to shed more light on students’ experience and perception of learning with WebCT. In addition, both formal and informal interviews were conducted with the instructor to understand his perceptions and perspectives.

In general, students preferred to have CMS as a supplement to face-to-face lectures rather than as a replacement. They perceived WebCT mainly as a platform for downloading materials and submitting assignments rather than for teaching and learning. They viewed learning fully online as similar to learning by themselves which put a considerable strain on their self-discipline and time-management skills. Also, technical difficulties such as system downtime and a slow network posed significant obstacles to students’ online learning. The traditional lecture was still considered to be more effective and efficient by many students for grasping concepts and principles. In other words, the presence of the teacher was regarded as critical, and with insufficient teacher presence online students felt at a loss. Therefore, it is suggested that, to ensure a more engaging and rewarding online learning experience, the teacher’s online presence should be strengthened. A narrated slideshow might be a viable option to attract students’ attention and sustain their engagement with the learning materials. Meanwhile, the instructor could open a synchronous channel of communication with students online. Other than teacher presence, cognitive presence could be fostered through engineering the student-to-student interaction in the co­located setting.