Using the World Wide Web to support classroom lectures in a psychology course.

Thatcher, Andrew

Information and computing technology is pervasive in tertiary institutions and in the world of work. This short report critically evaluates two website development initiatives for undergraduate psychology modules, developed to support traditional face-to-face psychology lectures. In the first initiative, emphasis was placed on developing supplementary course material and exercises to complement lectures. Students expressed favourable attitudes towards the provision of the supplementary course material and content but less favourable attitudes towards training in how to use the World Wide Web. In the second initiative, emphasis was placed on the interactive qualities of the Web. Students expressed favourable attitudes towards the interactive discussion facilities and the provision of past examination and test papers (and answers). The lessons learned from these initiatives are discussed in relation to access to technology on university campuses in South Africa and in relation to the qualities of the web to facilitate learning.

WORLD Wide Web; PSYCHOLOGY; BLENDED learning; INTERNET; LECTURES & lecturing; STUDENTS; STUDENT attitudes

South African Journal of Psychology, 2007, Vol 37, Issue 2, p348

0081-2463

Academic Journal

10.1177/008124630703700210