The Web as a Teaching-Learning Tool John C. Cavanaugh University of Delaware Paper presented at the Annual Meeting of the American Psychological Association, San Francisco, August 1998

2 Three Pieces, One Web 4 Course platform: The Web- based software used to build the course 4 Educational resources: Course- related material available on the Web 4 Student products: Student- generated Web pages

3 Course Platforms: It All Starts Here 4 Why it matters –Web pages only vs. object- oriented platforms –Several platforms exist (e.g., Serf, WebCT, TopClass) –Platforms permit interweaving of: syllabus resource material video assignments quizzes/exams submitting essays tracking grading

4 Course Platforms: Effective Use 4 Building a Web-based course requires careful thinking about learning objectives 4 Platforms allow instructor to organize “classes” around specific objectives, and permit a mastery learning approach 4 Integration of additional material offers more complete learning 4 Inclusion of chat rooms and virtual meetings opens additional possibilities

5 Educational Resources: A Matter of Choices 4 The issue is not availability; it’s selection and appropriate use 4 Several options: –Electronic course reserves and full-text journal articles –Databases (PsycLit, MedLine, Web of Science, etc.) –Websites –Multimedia 4 Finding the right mix is easier said than done

6 Educational Resources: Education and Resource 4 Using the Web involves more than a flexible wrist and quick index finger 4 Knowing how to use search engines effectively is essential –A good site on this is /tgsearch.htm /tgsearch.htm 4 Being able to evaluate content critically is equally essential –This requires faculty guidance

7 Student Projects 4 Having students create and submit documents as Web pages accomplishes several learning objectives, and serves as another way to assess outcomes –Use of resource material –Use of search engines –Critical evaluation of content –Web document creation –Integration of text and other material

8 Student Projects 4 Assignments can be created that serve other purposes, such as service learning (e.g., creating an informational Website for a senior center) 4 In sequenced courses, Websites can become cumulative 4 In capstone courses, Websites can be a means for assembling student’s portfolio

9 Summary 4 Many more decisions must be made concerning instruction now than ever before 4 Use of a Web-based course platform offers many powerful and exciting options for better learning 4 Integration of electronic resource material enhances the student’s experience and learning 4 Student projects provide real evidence of learning outcomes