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    Evaluation of the effectiveness of a tertiary course delivered via the World Wide Web : the case of the 86.761 course-- "Learning with computers" : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University
    (Massey University, 1999) Santos, Ieda Margarete
    Delivering courses via the World Wide Web is a relatively new phenomenon. Evidence on how it can promote learning is still under investigation. The main objective of this thesis is to evaluate the effectiveness of a tertiary course, 86.761 "Learning with Computers", delivered via the web, and contribute to the formation of a body of knowledge on this subject. The research is organised into three phases. Phase one involves the design of the web-based course and an interview with the Paper Co-ordinator which documents his perceptions of teaching via the web, the objectives, pedagogical strategies and web tools used to deliver the course content, and the design of the user interface. Phase two of the research describes the implementation of the web-based course. In the third phase, a questionnaire is used to gather data on the students' perceptions of the various aspects of the web-based course. It also involves another interview with the Paper Co-ordinator, which describes his perceptions of teaching via the web, after the implementation of the web-based course. Analysis of data shows that there had been a positive evolution in the Paper Co-ordinator's perceptions of teaching via the web. Regarding the students' perceptions of learning via the web, results suggest that it was a positive and valuable experience, meaning a step in the right direction, yet with plenty of room for improvement. As for the objectives of the web-based course, some were clearly better achieved than others. The pedagogical strategies used to deliver the course content were accomplished with different levels of effectiveness. The results also reveal that the web tools used in the web-based course achieved various degrees of success. Finally, with respect to the user interface, findings show that the web-based course was simple, easy to use and friendly. The aspects of consistency, access and navigation were considered acceptable, yet with plenty of room for improvement. However, the aspects of online help, advice and customisation were considered inadequate. In summary, this thesis was moderately successful in achieving its main objective. More research is needed on how to effectively use the web for teaching and learning.
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    Teachers on-line : a survey of primary school teachers' perceptions of the Internet : thesis presented in partial fulfilment of the requirements for the degree of Master of Education
    (Massey University, 1999) Drain, Michael
    The widespread promotion of the Internet as a medium with the potential to change the nature of education has indicated a need to investigate teachers' impressions of it. This study aimed to describe and analyse primary school teachers' perceptions of the Internet as a resource for teaching and learning. The research questions concentrated on teachers intentions for use of the Internet in lessons, on factors enhancing and inhibiting the use of the Internet, teachers roles, and uses of the Internet by teachers who had already begun incorporating it into their lessons. The study used a two-phase approach, comprised of a questionnaire distributed to all teachers in 18 NetDay 97 schools, followed by personal interviews of six teachers who had used the Internet in lessons. The data was gathered during terms two and three, 1998. The results indicate that most teachers think that the Internet has potential to enhance teaching and learning. They expect that it will help students learn more, research better, and enjoy learning. Most teachers showed an intention to use the Internet for lessons within the next year or two, but this study suggests caution in accepting this data. Teachers need time to become familiar with the Internet, and time will also be needed to build up a reliable technical base. The results suggest that teachers wish to make their own decisions about how to utilise the Internet, but at present they have a wide range of experience levels. Many who have not used the Internet for teaching are unsure about several issues related to Internet use. This study proposes that a choice of implementation models be introduced to teachers to give them options for different starting points for using the Internet for teaching and learning, and for improving their own information literacy skills. Four models are described in the report - the Support Model, the Activity Model, the Research Model and the Publishing Model.