GETTING HELP FROM COURSE MANAGEMENT SOFTWARE TO TEACH A LARGE-ENROLLMENT INTRODUCTORY GEOLOGY CLASS

Course management software allows instructors to introduce an Internet-based component to their classroom teaching even without any prior knowledge of HTML language. One of the most widely available software, WebCT, was used for two introductory geology classes of approximately 250 students each at Iowa State University in fall 2001. The software is easy to use and it took less than a day to establish a variety of content and communication tools after a three-hour crash course. WebCT was used in this course to give students access to class notes, homework assignments, Internet-based resources, their grades, as well as to provide a forum for discussion with the instructor and the TAs and among students. Data on weekly attendance show that on average 40% of the students enrolled in the class did not attend the lectures. This indicates that WebCT and the textbook were the only learning resource available to a large percentage of the students, and WebCT and email were the only means that they had to communicate with their peers and the instructor.

Data on WebCT use showed that 94% of the students used WebCT at least once. The total number of WebCT hits per student for the whole semester varied between 0 and 1600, with an average of 158. 45% of the students posted one or more (the maximum was 19) "Discussion" messages. The majority of student postings were related to geology in general, and most often to topics discussed in class (39.6%). A linear regression analysis shows a significant correlation between the three parameters that indicate WebCT use and the final grade earned by the student. Students who earned good grades in the class are also the ones that made more extensive use of WebCT, especially with the "Discussion" tool. However, it cannot yet be demonstrated that the use of WebCT helps learning in a measurable way. There was a high correlation between WebCT use, students’ GPA, and the final grade they earned in the class. Thus students who are generally more successful in college have also done better in the class, and have made more extensive use of WebCT.

Student responses to the use of WebCT were in general positive and they especially liked the opportunity to communicate with the instructor, to keep track of their assignments with the "Calendar" tool, and to view their grades online.