Participants’ Perceptions of Web-Infused Environments

This research study surveys instructors’ and students’ perceptions of teaching and learning in Web-infused courses. The survey consisted of questions that revolved around six themes drawn from a review of the social constructivist and instructional technology literature relevant to the design of and learning in Web-based learning contexts: (1) computer competency (for background information); (2) pedagogical beliefs/teaching and learning approaches/instructional and learning strategies, (3) degree of integration; (4) instructional practices., such as use of the Web tools (e.g., chat group discussion, e-mail for assignments, whiteboard, etc.); (5) perceived degree of communication/interactivity; and (6) perceived degree of student/instructor engagement. The sample consisted of faculty at a state university who piloted a Web authoring system for designing their courses with online technologies. Students enrolled in some of those courses comprised the student sample. Online communication tools were used by at least 50% of the faculty and nearly 100% of the students. In fact, students identified increased opportunities to interact with their instructors and peers as one of the main benefits of the Web-infused courses compared to their counterpart courses lacking online technologies. Despite their teaching preferences, most of the faculty (70%) agreed that using the Web changed their pedagogical approaches. However, less than 20% of the students felt their learning approaches differed in Web versus comparison courses. The survey findings are discussed in the context of student-centered philosophies of learning. Implications for instructional design of online environments are referenced, with emphasis given to the role of theoretically based frameworks to guide technology-mediated research and design.