Web‐based Learning and Teaching Technologies: Opportunities and Challenges

Citation

Kinshuk (2002), "Web‐based Learning and Teaching Technologies: Opportunities and Challenges", Online Information Review, Vol. 26 No. 1, pp. 57-66. https://doi.org/10.1108/oir.2002.26.1.57.6

In recent years the issues in Web‐based learning have started to move from research to the design and implementation phase. This is the time when actual practical problems and associated guidelines become significant. Although there are a number of books on the market covering various issues in this area, this book takes a methodical approach in dealing with problem identification, technologies, applicability of these technologies in current learning processes, and various case studies describing what is actually happening.

The chapters in the first section focus on the existence of Web‐based learning. Issues discussed in this section range from policies to practical relevance. This section can be seen as overall view of Web‐based learning, except for Chapter 3, which discusses the infrastructure issues in Sri Lanka. The title of this chapter, “Web‐based teaching: infrastructure issues in the Third World”, is somewhat misleading because the content does not directly relate to other Third‐World countries like India, Taiwan and Fiji, where Web‐based learning has been embraced at different levels. But I was pleased to see the unique flavour this section maintained by covering issues such as funding and the school sector, largely missed in other books in this area.

The second section is about technology. Here readers can find practical tips on using asynchronous learning environments, a complete hands‐on guide to video streaming, and even a constructivist approach to learning using a specific browser‐based tool called NESTOR. Two chapters in this section also discuss the pedagogy and modelling behind Web‐based courseware. But it is disappointing to report the lack of discussion of synchronous technologies. The section also does not mention the much‐developed adaptive and intelligent learning environments, and more advanced technologies such as agents and avatars.

Section 3 is a combination of Web‐based assessment, faculty development and collaborative learning. It is not clear why this section is called WBL Environment – most of the chapters describe specific issues and cases on assessment and collaboration in learning on the Web. There are some interesting points considered in assessment and collaboration, such as approaches and tools, but various currently‐burning issues are missing, including cheating and authentication problems in Web‐based assessment processes, and use of technology in promoting the paradigm shift in the teacher being facilitator rather than instructor.

The last section of the book contains various implementation case studies of Web‐based learning. Chapters in this section unveil the experiences of practitioners in employing various Web‐based learning techniques, ranging from using Web sites, video‐conferencing and seminars, to Web‐based interaction using e‐mail, ftp and discussion forums.

This book overall is an interesting read. Even when it is quite basic in approach, it should be a good addition to the bookshelves of those academics starting to make their way into Web‐based learning environments.