relationships between students' and instructional variables with satisfaction and learning from...

Relationships between students’ and instructional

variables with satisfaction and learning

from a Web-based course

Kian-Sam Hong*,1

Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak,

94300 Kota Samarahan, Sarawak, Malaysia

Received 28 March 2002; accepted 15 May 2002

Abstract

The author discusses the results of a study about the effect of students’ and instructional variables

on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning

styles, time spent on the course, and perceptions of student–student interactions, course activities, and

asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those

students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved

higher final grades in the course, but did not express more satisfaction with the learning environment.

Computer experience did not influence achievement but experienced computer users were more

satisfied with the course. Students who perceived the student–instructor interactions positively felt that

their discussion group had performed well during the conferences, and viewed the learning materials

used in the conferences positively improved grades and were more satisfied with the course. Students

expected instructor-led learning. There is a need to explicitly design an organising strategy to assist

students in completing the problem-based learning processes during the Web-based conferences.

D 2002 Elsevier Science Inc. All rights reserved.

Keywords: Web-based course; Student– instructor interactions; Satisfaction; Achievement

1096-7516/02/$ – see front matter D 2002 Elsevier Science Inc. All rights reserved.

PII: S1096 -7516 (02 )00105 -7

* School of Education, University of Otago, Dunedin, New Zealand.

E-mail addresses: [email protected], [email protected] (K.-S. Hong).1 Valid until August 31, 2002; after August 31. use [email protected] and Universiti Malaysia Sarawak’s

address above.

Internet and Higher Education 5 (2002) 267–281

[email protected]

1. Introduction

Three factors are currently influencing higher education. First, the advancement of

technology has led to the conversion of traditional courses into Web courses. This

conversion is becoming easier and occurring more systematically in higher education.

Secondly, a growing demand for continuing education is changing the characteristic

structure of the tertiary student population, with more students working full time and

carrying family responsibilities. Thirdly, education is increasingly embracing active

learning models over the traditional transmission mode of instruction. These three

factors are making Web-based courses easier to implement, more desirable, and

pedagogically relevant. However, as the medium is relatively new, it is not yet

precisely known what variables contribute more to students’ learning. With the prospect

of more Web-based courses being taken by an increasing number of Malaysian students,

it is important to gain a better understanding of how Web-based courses influence

students learning.

This paper documents a semester long study conducted to examine relationships

between students’ and instructional variables and students’ perceptions of learning

experience in a Web-based course delivered at Universiti Malaysia Sarawak. An earlier

paper (Hong, Lai, & Holton, 2002) reported that the majority of the students were

satisfied with their learning experiences from a Web-based course. The students also

achieved learning outcomes comparable to students in the face-to-face version of the

same course. Students appreciated the flexibility of anytime, anywhere learning. The

majority of the students was motivated to learn and had adequate technical support to

complete the course. The student–student and student–teacher interactions were gen-

erally satisfactory, but a few students felt isolated learning in the Web environment.

These students expressed a need for some face-to-face lectures. While the majority of

the students saw value in learning in a problem-based setting, some were dissatisfied

with the group dynamics during the asynchronous Web-based conferences using

problem-based approach. Some of the students reported they felt unable to contribute

to or learn from the Web-based conference.

1.1. Purpose of the study

This study is a continuance of the earlier paper (Hong et al., 2002) and, in

particular, investigated the relationships between students’ variables (prior computer

experience, gender, age, scholastic aptitude, and learning styles) and students’ percep-

tions of learning experience (satisfaction and learning outcomes) from a Web-based

course. Additionally, the study also investigated the relationships between instructional

variables (student–instructor interactions, student–student interactions, perception of the

course activities, perceptions of the asynchronous Web-based conferences, and amount of

time spent on the course) and variables related to students’ perceptions of learning

experience (satisfaction and learning outcomes) from a Web-based course.

K.-S. Hong / Internet and Higher Education 5 (2002) 267–281268

2. Review of related literature

2.1. Relationships between students’ variables and satisfaction with and learning from

Web-based course

One student characteristic that might be prerequisite for success in Web-based learning is

computer experience. Sturgill, Martin, and Gay (1999) noted that students without adequate

computer skills experienced frustration working collaboratively using computer-mediated

communication. However, Fredericksen, Pickett, Pelz, Shea, and Swan (2000), Jiang and

Ting (1998), and Swan, Shea, Fredericksen, Pickett, Pelz, and Maher (2000) found that

students with high levels of initial computer skills were no more satisfied with Web-based

courses and reported similar achievement with students reported having little or no computer

experience.

Some researchers had suggested that female students are better suited to Web-based

learning than male students (e.g., Fredericksen et al., 2000; Swan et al., 2000). Others argued

the opposite (e.g., Blum, 1999; Karuppan, 2001). Blum (1999) reported that male students

tended to dominate discussions in Web-based learning in much the same way they did in face-

to-face communication. Others reported no differences between male and female students in

success with or attitudes toward Web-based learning (Jiang & Ting, 1998; Ory, Bullock, &

Burnaska, 1997).

It is generally believed that younger students are more likely to ‘‘surf’’ the Web than older

students (Karuppan, 2001). However, Jiang and Ting (1998) found no relationship between

students’ learning in Web-based courses and age. Furthermore, Fredericksen et al. (2000) and

Swan et al. (2000) reported that the relationship between age and perceived learning was not

in the direction predicted, with the youngest students reporting that they learned the least and

were the least satisfied with Web-based learning.

Scholastic aptitude, a function of intelligence, is another student characteristic that may

influence Web usage. Hingorani (1998, cited in Karuppan, 2001) and Karuppan (2001) used

the Cumulative Grade Point Average (CGPA) to measure scholastic aptitude. Hingorani

(1998) found that students with a higher CGPA reported higher levels of perceived clarity and

challenging ability for a new teaching method. Karuppan also reported that students with a

higher CGPA accessed the course website more frequently to obtain the teaching materials.

Another interesting line of research concerning students’ characteristics and Web-based

learning involves learning styles. Kolb and Fry (1975) identified four learning styles: (a) the

accommodator, (b) the assimilator, (c) the diverger, and (d) the converger. The accommo-

dators’ dominant learning abilities are in the areas of concrete experience and active

experimentation. They are doers and feelers who rely on intuition and trial-and-error

problem-solving methods. The assimilators are best at abstract conceptualisation and

reflective observation. They excel in inductive reasoning and are good at creating theoretical

models, where they assimilate disparate observations into an integrated explanation. Con-

vergers learn by abstract conceptualisation and active experimentation. They are good at the

practical application of ideas, especially to specific problems with a single correct solution,

for which they use hypothetical-deductive reasoning. The last category, divergers, describes

K.-S. Hong / Internet and Higher Education 5 (2002) 267–281 269

those who are best at concrete experience and reflective observation. They are people with

strong imaginative abilities who can see a situation from many perspectives to generate a

multitude of divergent ideas. Karuppan (2001) found that assimilators were the heaviest users

and accommodators were the lightest users of the course website. However, Kearsley (2000)

reported that learning styles did not affect students’ achievement in and satisfaction with

Web-based courses.

The findings concerning relationships between students’ characteristics and success with

Web-based learning were varied and, at times, contradictory. Questions concerning students’

characteristics for success in Web-based learning clearly deserve further investigation.

2.2. Relationships between instructional variables and satisfaction with and learning from

Web-based course

The relationships between student–instructor and student–student interactions and learn-

ing outcomes have been documented in traditional classroom settings (Madden & Carli,

1981; Powers & Rossman, 1985). It stands to reason that interactions with instructor and

fellow students would be equally important in asynchronous Web-based courses.

Fredericksen et al. (2000) and Swan et al. (2000), in their study with asynchronous Web-

based courses at SUNY Learning network, found that interaction with the instructor was the

most significant contributor to perceived learning in these courses. In their studies, students

who reported the highest levels of interaction with the instructor also reported the highest

levels of perceived learning in the course. Students who did not have adequate access to their

instructors felt that they learned less and were less satisfied with their courses. Jiang and Ting

(1998) concluded that active participation by the instructor played an important role in

increasing students participation in Web-based activities which, in turn, increased learning

through interaction with one another. These findings, although expected, highlighted the

importance of student–instructor interactions in asynchronous Web-based learning. Freder-

icksen et al. and Swan et al. also noted that interaction with fellow students was another

significant contributor to perceived learning in Web-based courses. Students who reported the

highest levels of interaction with other students also reported the highest levels of perceived

learning in the course. Jiang and Ting (1998) likewise concluded that shared discourse among

students have a positive effect on student satisfaction with and learning from Web-based

courses.

Such findings indicated that interaction among students is an important factor in the

success of Web-based courses and could suggest that collaborative learning activities on the

Web might also be supportive of success. However, researchers who had investigated online

collaborative learning have found it to be remarkably unsuccessful (Hawisher & Pemberton,

1997; Siegel, Dubrovsky, Kiesler, & McGuire, 1998; Sturgill et al., 1999; Swan et al., 2000).

For example, Swan et al. (2000) reported that the greater the percentage of the course grade

was based on cooperative or group work, the less students thought they had learned from the

course. Eastmond (1995) reminded that computer-mediated communication is not inherently

interactive and that interaction in computer-mediated communication depends on the

frequency, timeliness, and nature of the messages posted.


3. Method

3.1. The research design

This study used the observational case study design (Bogdan & Biklen, 1998, p. 55) to

determine students’ satisfaction with and learning from a Web-based course using the

problem-based approach. This research design was used because it was not feasible to

manipulate the potential causes of behaviour and manipulation of treatments and participants

was not possible (Meriam, 1998, p. 7). This case study involved fieldwork in which the

researcher interacted with students in their natural settings, with the researcher functioning as

the course instructor while the students studied the Web-based course. The focuses of the case

on which data collection and analysis concentrated were: (1) relationships between students’

variables and satisfaction with and learning from the Web-based course and (2) relationships

between instructional variables and satisfaction with and learning from the Web-based course.

Qualitative and quantitative data was collected from the students using interviews, ques-

tionnaires and the Faculty’s academic record.

3.2. The sample

The subjects in this study consisted of 26 students studying a compulsory course in the

Master of Science (Human Resource Development) programme. The 26 students were

selected based on existing procedures within the Faculty of Cognitive Sciences and Human

Development and the university, Universiti Malaysia Sarawak. The compulsory course,

Statistics for Social Sciences, was delivered as a Web-based course for 14 weeks between

November 2000 and March 2001.

3.3. The research instrument

Data was gathered from the students through questionnaires, faculty’s record, and inter-

views. The questionnaires collected information on the students’ gender, age, computer

experience, learning style, and perceptions of the Web-based course (satisfaction with the

course, student–student interactions, student–instructor interactions, course activities, Web-

based conferences, and amount of time spent in the course). Students’ CGPA at the

undergraduate level and final grade in the Web-based course were obtained from the

Faculty’s academic records. The questionnaires were administered to the students on the last

day of the course. Interviews were conducted with all the students a week after the course

ended.

3.4. The Web-based course

From a constructivist perspective, learning is an active process in which the learner is

building on an ongoing basis, an internal representation of knowledge through personal

interpretation of experiences. This representation is constantly changing; its structures and


linkages forming the foundation to which other knowledge structures are appended (Bednar,

Cunningham, Duffy, & Perry, 1992). The overall goal of constructivist-based learning is to

move the learner into thinking in the knowledge domain as an expert user of that domain

might think rather than to organize knowledge into discrete facts and propositions in a

hierarchical order with students as passive receivers of information. Problem-based learning

Table 1

Summary of course satisfaction based on students’ variables

The Web-based course had helped me to learn

SD D N A SA

Gender Male 0 1 2 8 4

Female 0 2 3 5 1

Age 20–29 0 2 1 6 1

30–39 0 0 1 4 3

40–49 0 1 3 3 1

Scholastic aptitude 3rd class 0 1 1 1 1

2nd lower 0 2 3 10 3

2nd upper 0 0 1 2 1

Learning style Concrete 0 2 4 11 5

Abstract 0 1 1 2 0

Initial computer skills* * Novice 0 1 4 2 0

Intermediate 0 2 1 10 4

Expert 0 0 0 1 1

SD= strongly disagree, D = disagree, N = no opinion, A= agree, SA= strongly agree.

** Exact test P< .01.

Table 2

Summary of course grades based on students’ variables

Final course grades

C and C+ B� , B and B + A� and A

Gender Male 5 8 2

Female 3 6 2

Age 20–29 2 6 2

30–39 4 3 1

40–49 2 5 1

Initial computer skills Novice 3 4 0

Intermediate 5 9 3

Expert 0 1 1

Learning style Concrete 8 11 3

Abstract 0 3 1

Scholastic aptitude * 3rd class 3 1 0

2nd lower 4 13 1

2nd upper 1 0 3

* Exact test P< .05.


was selected as the mean to implement the constructivist learning setting in the Web-based

course. Problem-based learning is a curriculum approach that helps the students frame

experiences through a series of problem-solving activities. Learning occurs through the

application of knowledge and skills to solve the authentic problems in the context of real

practice (Bligh, 1995). Problem-based learning uses problems to move the students to acquire

knowledge rather than through the exposition of discipline knowledge (Boud & Feletti,

1997). The Web-based course and their functional elements designed based on the problem-

based learning approach have been described in more detail in an earlier paper (Hong, Lai, &

Holton, 2001).

Table 3

Summary of course satisfaction based on instructional variables

The Web-based course had helped me to learn statistics

SD D N A SA

The Web-based course facilitated interactions with the instructor* *

Strongly disagree 0 0 0 0 0

Disagree 0 1 0 0 0

No opinion 0 1 3 2 1

Agree 0 1 2 6 2

Strongly agree 0 0 0 5 2

The Web-based course facilitated interactions with fellow students


Disagree 0 1 2 0 1


Agree 0 1 1 7 1


Students’ satisfaction with the course activities

Dissatisfied 0 1 0 0 0


Satisfied 0 2 4 11 5

The asynchronous problem-based discussion sessions enhanced my learning


Disagree 0 1 1 0 0


Agree 0 1 1 8 1


Time spent on the course

More than 9 h 0 1 0 4 2

Between 3 and 9 h 0 0 2 6 2

Less than 3 h 0 2 3 3 1

* * Exact test P< .01.


In summary, the Web-based learning environment had the following forms.. The course content was divided into weekly topics and for each topic students were

provided with access to online resources. Student activities each week involved reading and

completing tutorials in the area to develop a general idea of the scope and extent of the topic

and problem solving activity.. The two problem-based tasks required students to work in-group through asynchronous

Web-based conference to explore the given problem and to develop a written response. The

problems were ill-defined and represented authentic tasks representative of the way in which

students would use the materials in their field of study.. Each group had to post their solution to an asynchronous Web-based conference for

others to read and discuss. Students were required to assess the work of their peers.. Assessment in the course was based on the tutorials submitted, students’ participation in

the asynchronous discussions, completed written responses, and peers’ assessments of the

problem-based tasks solutions.

There was an initial face-to-face session for the students to get to know each other, the

instructor, and the course structure. It also served to familiarise the students with key features in

the course website. There were three additional face-to-face sessions to introduce the students to

the Statistics for Social Sciences Package (SPSS) software. These sessions also enabled the

instructor to obtain feedback and to provide moral and technical support to the students.

3.5. Analysis of data

Scores from the questionnaires were tabulated and the relationships between the variables

were measured using Kendall’s tau-c. The P values for the Kendall’s tau-c were based on the

Exact test, available through an add-in option of SPSS version 10.05. Exact test provides a

method for obtaining accurate results when data fail to meet any of the underlying

assumptions necessary for reliable results using the standard asymptotic method. Interview

data provided additional support for findings obtained from the questionnaires.

Table 4

Summary of course satisfaction based on group dynamics and materials used in the Web-based conferences

The Web-based course had helped me to learn statistics

SD D N A SA

Satisfaction with the group process during the problem-based discussions *

Disagree 0 1 2 0 1


Agree 0 0 1 12 3

Satisfaction with the learning material provided for the problem-based discussions* *

Disagree 0 0 1 0 0


Agree 0 1 3 13 5

* Exact test P < .05.

** Exact test P< .01.


Table 5

Summary of course grades based on instructional variables

Achievement in the course

C and C+ B� , B and B+ A� and A

The Web-based course facilitated interactions with the instructor *

Strongly disagree 0 0 0

Disagree 1 0 0

No opinion 3 3 1

Agree 3 8 0

Strongly agree 1 3 3

The Web-based course facilitated interactions with fellow students


Disagree 2 2 0

No opinion 1 2 1

Agree 2 7 1


Students’ satisfaction with the course activities

Dissatisfied 0 1 0

No opinion 1 2 0

Satisfied 7 11 4

The asynchronous problem-based discussion sessions enhanced my learning


Disagree 1 1 0

No opinion 3 4 1

Agree 2 8 1


Time spent on the course

More than 9 h 3 4 0

Between 3 and 9 h 3 4 3

Less than 3 h 2 6 1


Table 6

Summary of course grades based on material used in Web-based conferences

Achievement in the course

C and C+ B� , B and B + A� and A

Satisfaction with the learning material provided for the problem-based discussions *

Disagree 1 0 0

No opinion 2 1 0

Agree 5 13 4



4. Results

Referring to Table 1, student’s gender, age, scholastic aptitude, and learning style were not

related to their perceived satisfaction with the course. However, students who had better

initial computer skills reported higher levels of satisfaction with the Web-based course

(Kendall’s tau-c = 0.395, Exact test P < .01).

Based on Table 2, students’ gender, age, initial computer skills, and learning style were not

related to their achievement in the course. However, students’ who had better scholastic

aptitude achieved better results in the Web-based course (Kendall’s tau-c = 0.386, P< .05).

Referring to Table 3, four of the five instructional variables (satisfaction with interactions

among students, satisfaction with course activities, perceptions of the asynchronous Web-

based conferences using problem-based approach, and time spent on the course) did not affect

the students’ satisfaction with the course. However, students’ satisfaction with the Web-based

course was related to the student–instructor interactions (Kendall’s tau-c = 0.367, P < .01).

Students that were more satisfied with the student–instructor interactions were also more

satisfied with the course.

Table 3 showed that the students’ perceptions of the asynchronous Web-based conferences

using the problem-based approach did not affect their satisfaction with the course. However,

referring to Table 4, students that viewed their group’s dynamics (Kendall’s tau-c = 0.368,

P < .05) and material used in the Web-based conferences (Kendall’s tau-c = 0.328, P< .01)

favourably were more satisfied with the course.

Based on Table 5, four of the five instructional variables (perceived interactions with

fellow students, satisfaction with course activities, perceptions of the asynchronous Web-

based conferences using problem-based approach, and time spent on the course) did not affect

the students’ achievement in the course. However, students that reported higher levels of

satisfaction with the student–instructor interactions tended to achieve better grades in the

course (Kendall’s tau-c = 0.337, P< .05).

Table 5 indicated that the students’ perceptions of the asynchronous Web-based confer-

ences using problem-based approach did not affect their achievement in the course on the

whole. However, referring to Table 6, students that viewed the materials used in the

conferences positively tended to have better achievement in the course (Kendall’s tau-

c = 0.226, P < .05).

5. Discussion

5.1. Relationships between students’ variables and satisfaction with and learning from

Web-based course

This study found no relationships between gender and both course satisfaction and

learning achievement with the Web-based course, consistent with results reported by Jiang

and Ting (1998) and Ory et al. (1997). However, Fredericksen et al. (2000) and Swan et al.


(2000) reported that female students were more satisfied and learned more with Web-

courses than male students. On the other hand, Karuppan (2001) found that male students

used the course website more than female students did. This study also found no

relationships between satisfaction and learning with the Web-based course and the

students’ age. These findings concurred with the findings reported by Jiang and Ting,

but contradicted results reported by Fredericksen et al. and Swan et al., where more

mature students were found to be more satisfied with their learning experiences and

learned more from Web-based courses. Students in this study were studying part-time and

paying their own fees. Regardless of their age and gender, the students were motivated to

learn and have high expectations toward the course. The possibility of age and gender as

a proxy for motivation and expectation that could influence satisfaction and learning from

Web-based course might not arise with this sample.

There were no relationships between learning styles and students’ satisfaction and learning

achievement with the Web-based course, in agreement with results reported by Kearsley

(2000). However, Karuppan (2001) indicated that learning styles could affect both students’

satisfaction and learning achievement in Web courses. It is suggested that the mandatory use

of the Web could obscure affect of learning styles on satisfaction and learning achievement.

The students could have unconsciously adapted their learning styles to suit the requirement of

the course. Although no empirical results are available to support this conjecture, a student

commented: ‘‘At the beginning, it was quite difficult to study this course. But as the course

progress, I was able to adapt myself to the requirements of this course. I did individual

learning, searched the library and the Web, and participated in group discussions. A student

should vary his or her learning styles.’’

Students with better scholastic aptitude have better final grades in this study, as

reported by Hingorani (1998, cited in Karuppan, 2001) and Karuppan (2001). However,

course satisfaction was not related to scholastic aptitude. Possibly, ‘‘better’’ students

studied more thoroughly and viewed Web-based learning environment as ‘‘just another

tool’’ to support their learning. They were just as likely to succeed in Web-based course

as in other learning environment but it did not translate into more satisfaction with the

course.

In this study, the students’ initial computer skills were not related to the learning

achievement in the course. This finding was consistent with those reported by Fredericksen

et al. (2000) and Swan et al. (2000). However, students’ with better initial computer skills

were more satisfied with the course. As reported by Sturgill et al. (1999), students who were

satisfied with the Web-based course were either technologically proficient or had someone in

their immediate support system to help them during the course. For example, a student

commented: ‘‘I was interested and motivated to learn at the beginning because it was Web-

based. Then I faced some problems with my computer. I felt lost. However, my friends and

the instructor helped me to adapt to the learning environment.’’ The students’ computer skills

also improved through constantly interacting with the Web environment, as remarked by a

student: ‘‘Definitely my computer skills had improved through this course. The tutorials

forced us to use the computer. At times it was frustrating. The help of friends and course

mates had definitely enhanced my computer skills.’’


5.2. Relationships between instructional variables and satisfaction with and learning from

Web-based course

The findings from this studywere consistentwith those reported byFredericksen et al. (2000),

Jiang and Ting (1998), and Swan et al. (2000) in their studies on SUNYLearningNetworkWeb-

basedcourses.Studentswhoweresatisfiedwiththestudent–instructor interactionsreportedmore

satisfaction with and higher learning outcomes from the Web-based course. Fredericksen et al.

(2000), Jiang and Ting (1998), and Swan et al. (2000) concluded that interaction with the

instructorwas themost significant contributor to satisfaction and learning inWeb-based courses.

Activeparticipationby the instructor in thecoursecould increase students’participation incourse

activities, which in turn increased learning.

In this study, students who felt that the course had helped the interaction with fellow students

werenotmoresatisfiedanddidnotachieveahigher levelofachievement in theWeb-basedcourse.

This finding contradicts results reported by Fredericksen et al. (2000), Hawisher and Pemberton

(1997), Jiang andTing (1998), andSwanet al. (2000). Looking at the two findings, itwould seem

that while the course were designed using problem-based approach that promoted students’

learning through interactions with one another, the students anticipated a visible and tangible

instructorpresence.Themajorityof the students still lookedfor instructor-led learningdespite the

problem-based approach used.

The amount of time spent on the course was not related to course satisfaction and learning

from theWeb-based course. Differences in the initial mathematics and computer background of

the students could influence the amount of time required by the students for the course. Quality

rather than the quantity of time spent in the course could be more important. For example,

student X had adequate computer skills and ‘‘A-level’’ GCE mathematics background spent an

average of 5 h aweek for the course.Hewas satisfiedwith the course and achieved an ‘‘A’’ grade.

On the other hand, student Y who had intermediate computer skills, entered the course with the

equivalent of ‘‘O-level’’ GCEmathematics and spent just an hour a week on the course was not

satisfied with the course and achieved a ‘‘C + ’’ grade. Meanwhile, student Z also had the

equivalent of ‘‘O-level’’ GCE mathematics, spent an average of 11 h a week on the course. She

expressed satisfaction with the course and completed the course with a ‘‘B’’ grade.

The results from this study showed no relationship between students’ perceptions of the

asynchronous Web-based conferences using problem-based approach and course satisfaction

and learning outcomes. These results reflected the findings in the literature on collaborative

learning on theWeb,which reported it to be largely unsuccessful (Hawisher&Pemberton, 1997;

Siegel et al., 1998; Sturgill et al., 1999; Swan et al., 2000). Student’s comments indicated that it

was difficult to get group members to work together on projects. Furthermore, Bourne,

McMaster, Rieger, and Campbell (1998) reported that some students were uncomfortable

without lectures and students tended to procrastinate during computer conferencing sessions.

Oliver andOmari (2001) found that nearly half of the students in theirWeb-based courses did not

respond favourably to problem-based learning and they preferred working alone.

However, students who were satisfied with the materials used during asynchronous Web-

based conference using problem-based approach were also satisfied with the course and learnt

more from the course. Students who were satisfied with the their group’s dynamics during the


problem-based discussions were more satisfied with the course. Satisfaction with the group

dynamics did not affect achievement in the course. Quotes from the interview indicated that

the students have difficulty working collaboratively in their groups:

I feel that some of the more knowledgeable students are not willing to share their knowledge

during the discussions.

Learning is an independent effort. Students must have that kind of attitude before they can

participate in a group discussion. If an individual does not learn the required knowledge,

when he or she goes for group discussions, there is very little he or she can learn or contribute

to the discussions. Individual has to be prepared to take part in both individual and group

discussions in order to benefit from the group discussions. Individual learning provides the

basics knowledge while group discussions focus on application.

The difficulty to get group members to work together on projects in collaborative learning

might have stemmed from embedded problems with asynchronicity. Collaborative learning

itself might not mesh well with asynchronous formats or we have yet to discover effective

ways to support it. It could have also stemmed from the instructor naivete concerning

collaborative work.

6. Conclusions

This paper described an exploratory research undertaken in a Malaysian university, which

explored relationships between students’ characteristics and students’ achievement and

satisfaction with a Web-based course. Gender, age, and learning styles were not related to

satisfaction with and learning from the Web-based course. Students’ scholastic abilities did

not affect students’ satisfaction with the course. However, students who had better scholastic

abilities generally attained better grades in the course. It would seem that ‘‘better’’ students

were as likely to succeed in a Web-based learning environment as in other learning

environments. Students’ initial computer skills were not related to students’ achievement

in the course. Students in this course appeared to have the necessary support to overcome the

problems they faced while learning from the Web-based course. Nonetheless, students who

had better initial computer skills were more satisfied with the course.

This study had a collaborative work environment inherent with the problem-based learning

approach used in designing the Web-based course. It has been found that student–instructor

interactions and group dynamics affected on students’ satisfaction with and learning from the

Web-based course. Students perceived a need for a high instructor presence, even though it

would seem contradictory to the premise of problem-based learning. It appears that the

instructor needs to strike a balance between facilitating and yet assume a pedagogical

presence, at least during the initial part of the course.

Students also had difficulties to collaboratively learn in the Web-based course. The

findings suggest that the tasks ahead would be to improve the Web learning environment

to provide more structure and guidance to students in learning from asynchronous Web-based

interactions and group activities. There is also a need to explore strategies to guide students in

a problem-based learning environment. Further research and development are needed to


refine the Web-based environment to support and enhance students’ learning using a

problem-based model.

However, the problems of collaborating in the Web-based course could also be technical in

nature. Merely making the Web technology available to nontraditional students would not

ensure satisfaction with the course learning processes. Although students could be familiar

with using e-mail in the workplace, the type of interaction was different from the complex

collaborative group work needed for the course.

These findings also suggest there might be a need to provide comprehensive orientation

program at the beginning of the Web-based course to ensure students would be less

apprehensive and be more confident in using the features in the Web-based course. The

instructor should also ensure that he or she would be available to help students as they delve

into this new and often formidable learning environment. Although this assistance may

involve valuable time, from the students’ point of view, the technical, educational, and moral

assistance are essential to the success of the learning process.

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