May 2003 — Features
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The Web's Impact On Student Learning
The issue of presence was also addressed in a study by Anderson et al. (2001) that reviewed transcripts of course discussions held over computer conferencing systems. The authors developed the concept of "teaching presence," expressed by faculty comments, in three categories:
- Design and organization ("This week we will discuss . . .");
- Facilitating discourse ("I think we are getting off track"); and
- Direct instruction ("Bates says . . .").
Faculty who are adept at expressing their unique personalities through e-mail or other Web-based communications may be at an advantage in connecting with students, which may help students bond to the instructor or learning environment. This idea of presence may soon be a skill not only well-suited to Web-based exchanges, but also a requirement for student and faculty success in online coursework.
Looking for Answers
This is a good start on the research that is needed to ensure that the Web is used effectively for student learning. However, there are some holes in our understanding; not least of which is determining whether and how the Web might have an independent effect on learning, separate and apart from the instructional method imbedded in the application. The focus of those who criticize using the Web in education - worrying that technology may affect us negatively - is worth addressing with well-designed research studies.
And if there are differences in effectiveness, can we determine as Barbules and Callister (2000) put the challenge: "Which technologies have educational potential for which students, for which subject matters, and for which purposes?" In other words, is there an optimal match possible between student, learning and technology? Furthermore, we need to continue to collect good information on what works and why. This is because answers to these questions will likely be more helpful to educators than asking whether or not the Web affects learning, which presumes that it can and d'es, and initiates a search for answers to the wrong question.
