Students' perceptions of course Web sites used in face-to-face instruction.

The use of technology in university and college classrooms has changed in recent years to include the use of course Web sites as a supplement to face-to-face instruction (Green, 2000). Despite this increase in the use of course Web sites in college courses, limited attention has been given to student perceptions of this pedagogical tool. This study explores students' use and perceived helpfulness of course Web sites (i.e., Web sites used to supplement traditional classroom instruction) in university courses. Four hundred seventeen university students were surveyed over three semesters in 2001-2002. Overall, students had positive attitudes towards course Web sites. The most helpful features listed were course documents, announcements, and gradebooks. Students indicated that the course Web sites increased access to course information that helped keep them organized and on task. In addition, the course Web sites facilitated communication with their instructors and peers outside of regular class time.

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The use of technology in university and college classrooms has increased in recent years (Green, 2000). According to the 2000 National Survey of Information Technology in US Higher Education, almost 60% of college courses use electronic mail (i.e., e-mail), over 42% use Web resources as a syllabus component, 23% of college faculty have a personal Web page, and over 30% of courses have a Web page that accompanies them (Green). Additionally, in 2000-2001, 56% of all 2-year and 4-year institutions offered distance education courses (National Center for Education Statistics, 2003). More and more research is being conducted on the use and effectiveness of these different types of instructional technology, particularly Web-based instruction. However, little is known about the effectiveness of Web-assisted instruction or the use of supplemental course Web sites as an "adjunct" to traditional face-to-face classroom instruction (Morss, 1999). The focus of this paper is on course Web sites that are "designed to assist face-to-face instruction" (Horton, 2000).

There is confusion over terminology, as terms such as distance education and Web-based instruction become a standard part of pedagogical discourse. Distance education, online only without face-to-face interaction, needs to be distinguished from the use of course Web sites that supplement traditional classroom instruction. Morss (1999) described these course assistant sites as virtual adjuncts, supplementing students' traditional classroom learning by providing opportunities to further explore class material, download course documents, access assignments and course information, and continue class discussions. These Web sites are sometimes called supplemental Web sites, course Web sites, or their use is referred to as Web-enhanced instruction, computer-enhanced learning, or Web-assisted instruction. In this paper, we refer to them simply as course Web sites.

Increasingly, instructors are using course Web sites in a range of ways from strictly a communication tool, to a virtual adjunct that supplements a face-to-face course, to complete online instruction. Course Web sites can be an effective vehicle for instruction if adult learning theory is taken into consideration (Sanders, 2001). Best practices in adult learning theory include faculty members having frequent contact with the students, facilitating a cooperative learning environment, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning (Sanders). Tools provided on course Web sites help instructors to engage in these best practices. E-mail gives the students the opportunity to talk with the instructors and other students on an as-needed basis. The ability to pass messages to everyone in class facilitates continued conversations, prompt feedback, and a different way to communicate with students. The announcements page helps to facilitate time on task because the instructor can post items in the announcements section and then not take up precious class time giving announcements. The group discussion pages and virtual chat allow the instructor and the students to talk with each other and work on group projects without having to schedule a time to meet face-to-face.

As more and more instructors are incorporating course Web sites into their classroom instruction, it is crucial to discern students' attitudes toward this technology and their use of the Web sites. Consequently, student involvement in the critique and refinement of the course Web sites is a critical factor in designing effective teaching sites (Keating, 1999). Understanding the features that students actually use and those that they find helpful in their course work can help instructors to focus their time and attention on incorporating those particular features. These issues are important to the success of course Web sites.

This paper consists of two parts. Part one is a review of recent research literature and a brief discussion of key aspects of Web-based resources. Part two reports survey data of students' perceptions of course Web sites from a total of 417 students enrolled in twelve courses over three semesters of the 2001-2002 school year.

COURSE WEB SITES AS A PEDAGOGICAL TOOL

The limited amount of research conducted on course Web sites indicates positive student attitudes toward them (Ballard, 2001; Chandler & Maddux, 1998; Sanders & Morrison-Shetlar, 2001; Wernet, Olliges, & Delicath, 2000). Student attitudes do not appear to be related to student learning styles suggesting that course Web sites may be beneficial for a wide range of students (Sanders & Morrison-Shetlar, 2001). Females may have more positive attitudes than males do toward the use of course Web sites but no differences in satisfaction based on age or race/ethnicity have emerged (Sanders & Morrison-Shetlar, 2001).

Wernet et al. (2000) found that students' satisfaction with the use of course Web sites depends on adequate access to the Web site, more so than prior exposure to Web-assisted instruction. Indeed, many scholars feel that the required use of course Web sites is only furthering the digital divide. Yet, others suggested that access to the Internet does not appear to be a problem because of the availability of computer labs in many universities and colleges (Chandler & Maddux, 1998). As computers become more a part of our everyday lives, students arrive in class with many skills. However, Osika and Sharp (2002) found that students perceive that they do not have the technical computer skills that they need to be successful in Web-based learning environments. This finding indicates that instructors should assess their own students' technical computer skills and provide more initial guidance in the use of Web-based courseware.

Web Site Features

Regardless of the courseware or Web authoring software used, many course Web sites offer the same basic features. Features like announcements, course assignments, course documents, course information, course calendars, and student gradebooks offer the student access to information that can be constantly updated. These features offer the student the convenience of access to the information at any time and from any location. The digital dropbox feature allows the student to submit an assignment at his/her convenience. External links provide the student with access to enrichment activities, supplemental information, and resources. Homework assignments, the class schedule, links to relevant sites, and lecture notes have been found to be popular features among students (Chandler & Maddux, 1998). Online practice quizzes are popular (Sanders & Morrison-Shetlar, 2001) while at the same time increasing involvement in the course and improving grades (Wernet et al., 2000). One feature that has yet to appear in the course management software packages is the digital portfolio that is beginning to appear on instructor-created Web sites (Barrett, 2003).

The Purpose of Course Web Sites

As Web-assisted instruction continues to grow in popularity, instructors may feel pressured to create a course Web site. However, many are asking why they should develop a Web site. What features should be included and what are the benefits to their students? What is the purpose of a course Web site and what is its effectiveness in enhancing student learning? Instructors should establish the purpose of a Web site before deciding to develop one for each of their courses (Hazzan, 2001; Horton, 2000; Slattery, 1998).

Overall, instructors generally develop a course Web site to provide students with additional information and services (Wernet, et al., 2000). Specifically, providing students with lecture notes, additional information on course topics, interactive activities, and e-mail are all purposes of a course Web site (Hazzan, 2001). There are some critiques of course Web sites that state that simply providing information is not enough (Fraser, 1999; Kandies & Stern, 1999). Fraser (1999) suggested that, to date, most course Web sites are "shovelware" that shovel course content to a new medium and that providing access is not providing insight. Horton (2000) disagreed with this observation stating that although this has been the focus of instructional Web sites, many Web sites are going beyond this purpose. Instructors of face-to-face courses often rely on course Web sites as virtual adjuncts to the course. The majority of the information is presented in the face-to-face portion of the class and the course Web site allows students to reflect on course content and to extend their learning online. It is important for instructors to determine the purpose of the Web site for their specific courses. When determining the purpose, it also is helpful to consider the benefits and challenges for both the instructor and the student.

Benefits and Challenges of Using Course Web Sites

The use of a supplemental course Web site offers many advantages to both the student and the instructor. For students, a course Web site "can increase communication, interest, and learning" (Slattery, 1998, p. 152) and can facilitate independence and self-motivation in some students, contributing to the development of lifelong learning skills (Kandies & Stern, 1999). In addition, having 24-hour access to course information, announcements from instructors, and class e-mail addresses is convenient for busy students.

Another advantage of course Web sites for students is the access to information in a format in which many traditional college students are familiar. While using technology may be new to many older adults, the current class of traditional college students grew up using computers and the Internet to find, access, and process information. Computer skills are required for virtually every job, and use of a Web site provides students with an additional opportunity to hone their computer skills by learning how to download files, electronically submit files, and navigate their way through a Web site.

Communication areas may include group pages, chat areas, discussion boards, and e-mail. These options help facilitate communication beyond class times. They allow for continued contact between instructor and student beyond class times and office hours, and may increase student-to-student contact as well (Slattery, 1998). For example, instructors can hold virtual office hours or students can work on group projects through the discussion board or chat areas. Time scheduling problems can be reduced because communication is conducted at the convenience of both the instructor and the student.

For instructors, posting documents on the Web site reduces time and the paper used in copying. Furthermore, posting documents on a course Web site provides students access to materials in a timely manner and exposes them to materials to which they might not have been otherwise exposed, therefore, extending the learning of the student (Horton, 2000). Instructors utilizing the online gradebook can enter grades, have the course average automatically calculated, and allow students immediate access to course grades.

An additional benefit for the instructors is the ability to communicate with students outside of class time through course announcements, discussion groups, and e-mail. Twenty-four hour access to course information also reduces the need for students to meet face-to-face with the instructor, which allows both the student and instructor more time.

There are also disadvantages to using a course Web site, especially for the instructors. One of the biggest reasons cited for not having a course Web site is the time that is required to develop and maintain the site (Slattery, 1998). Although time is a factor, available courseware tools no longer require knowledge of HTML or programming skills. Documents can be posted in less time than it takes to copy them for each student in the course. Entering grades takes some time but that time is ultimately saved when the grades are automatically calculated.

However many instructors do not benefit as much from Web-based course design because they still maintain parallel systems. In other words, they keep both a written and digital form of a grade book, course-packs, class handouts, and assignments. Instructors are reluctant to relinquish all print forms of course materials. This reticence may exist because of habit, lack of technology equipment, or lack of knowledge of recent advances in Web-based courses. Many instructors view the online gradebook as a tool for students, rather than themselves. Out of habit, instructors record grades in the traditional gradebook, and then enter them online through the gradebook function. To streamline this process, grades can be recorded online, the online gradebook printed and saved for future documentation, and the traditional gradebook can be eliminated. An example of lack of knowledge about technology and equipment occurs when instructors print a copy of the digitally submitted student assignment, grade it by hand, and return the printed copy to the students in class. Others print and grade the assignment, then type the corrections or comments into the digital document, and return the corrected digital copy to the students. This dual system results in additional and unnecessary work for the instructor. A more streamlined approach would be to use existing technology like the Toshiba Portege 3500 Tablet PC that allows teachers to evaluate student work using handwritten comments in a traditional manner but in a digital format. The handwritten comments on the digital assignment provide a more personal means of communicating corrections.

Design and Development

The development of course Web sites has been dramatically simplified through the development of course development and management software. Currently, there are many course development and management tools available including Blackboard CourseInfo (www.blackboard.com), LearningSpace (www.lotus.com), TopClass (www.wbtsystems.com), WebCT (www.webct.com), and WebMentor (www.avilar.com). A means assessment (i.e., what means do you have for developing a Web site) will determine the courseware tools available at your institution (Horton, 2000).

Some comparison studies of the usability of these course management and development tools for faculty have been conducted (e.g., Duin, 1998; Hazari, 1998). In a report comparing different available tools, Duin (1998) determined that usability was a problem for faculty. However, many colleges and universities are now adopting courseware tools and providing training for instructors on using these tools. Instructors can create a Web site using other types of Web authoring tools (see Horton, 2000 for more information on these tools). While these studies begin to give us insight into the experience of the faculty member, the studies neglected to examine usability from the student's viewpoint.

Use of Web Assisted Software in a Rural, Mid-Atlantic University

Blackboard CourseInfo was first introduced to our university in 1999. The university is in a rural Mid-Atlantic area and has an enrollment of approximately 20,000 students. At that time, Blackboard was used in 175 course sections across the university. Since 1999, faculty use of Blackboard has increased at a rate of approximately 25% per semester. As of fall 2002, there were 1,150 course sections of Blackboard being used. Additionally, 750-800 faculty members, graduate assistants and graduate teaching assistants, and 12,000 students were enrolled as Blackboard users. The exact number of faculty and students using Blackboard was unknown because Blackboard's current tracking system does not recognize the same faculty member or student in several courses. The result is an inflated number of users because some faculty members and students are counted multiple times. The following study focused on the students' perceptions of Blackboard as it was used in a variety courses at this rural, Mid-Atlantic university.

Blackboard Use in Participating Courses

The first author, a professor in the Department of Child Development and Family Relations, used Blackboard in the following four undergraduate classes: Child Development, Introduction to Gerontology, Family Life Education, and Families, Sexuality, and Gender Roles, and one graduate level course: Family Theories and Issues. The professor utilized the announcements, student gradebook, external links, course documents, course information, and assignments in all courses, and used the discussion board in the Families, Sexuality, and Gender Roles course.

The second author, a professor in the Department of Curriculum and Instruction used Blackboard in five sections of an undergraduate course: Curriculum and Instruction in Elementary Education. The professor utilized announcements, student gradebook, external links, course documents, course information, and assignments in all five sections and group discussion pages in three of the sections.

The third author, a professor in the Department of Child Development and Family Relations, collected data from first year medical and doctoral students participating in one section of a Medical Physiology course. The course is team-taught by basic science faculty who used the announcements, gradebook, course documents, and course information features of Blackboard to supplement their face-to-face instruction.

METHODS

This study addressed the following research questions: (a) Where do students access the course Web site? (b) How often do students access the course Web site? (c) How helpful do students perceive a course Web site to be in their completion of a traditional face-to-face course? (d) Which particular Web site features do students use and find most helpful? (e) Does student perception of helpfulness differ by age, accessibility, or gender? (f) How do students perceive that use of a course Web site has influenced their performance in the class? (g) Does perceived student performance differ by age, accessibility, experience, or gender?

Data were collected in 12 classes by the three authors over the course of two semesters. Two classes were graduate level and the remaining 10 classes were at the undergraduate level. Further, six of the classes were taught in the Department of Child Development and Family Relations, five of the classes were taught in the Department of Curriculum and Instruction, and one class was taught at the School of Medicine.

At the end of the semester, students voluntarily completed a three-page instrument that evaluated the use of a supplemental course Web site in their class. Blackboard was the courseware tool used for these courses. The evaluation instrument was expanded from one developed by the first author in a previous study (see Ballard, 2001). Four hundred seventeen instruments were completed and returned from the 12 classes combined for a response rate of 84%. The instrument yielded quantitative data that measured student use and access of the Web site, perceived helpfulness of the Web site, and the most helpful features, as well as general background information on the students and their previous use of Blackboard.

RESULTS

Student Demographics 

The majority of students were either juniors (36.9%) or seniors (26.9%), with 18% of the students participating in graduate programs. The mean age was 25.4 years old with a range of 18-52. Almost 83.7% of the students were female (n = 349) and only 14.1% male (n = 59). Over 66% of students had prior experience with using Blackboard and most of the students indicated that Blackboard was being used in at least one of their other courses that semester.

Student Access & Use

Students were asked, "On average, how many times a week did you access the course Web site?" Students reported accessing the Web site an average of 3.7 times a week across all twelve courses (n = 405). When asked to list the top three most commonly used Blackboard features, students listed announcements (96.9%), course assignments and documents (96.9%), and student gradebook (93.8%) in the top three. Only slightly more than half (57.6%) reported that e-mail was important. When asked if they took full advantage of all available Blackboard features, students reported a mean of 3.8 based on a scale of 1 (strongly disagree) to 5 (strongly agree).

Students also were asked where they most often accessed the course Web site. Although 84% reported Internet access in their home or dorm room, only 55% reported that they most often accessed the site at this location. Additionally, 23% accessed the site from a school computer lab, 5% from the school library, and 1% reported that they accessed it from a friend's house. Ten percent of students stated that they accessed the site from multiple locations.

In response to problems accessing or using the Web site during the course, 81% of the students stated that they had no problems. Of the 19% who did experience problems, 68% (n = 5, or 13% of the entire population) stated that their problems occurred in accessing the Web site or they had server difficulties.

Helpfulness

Students rated the helpfulness of the Blackboard Web site using a scale of 1 (not helpful at all) to 5 (extremely helpful). Across the 12 courses, the mean student rating was 4.3 (SD = .75). The distribution of student ratings is in Table 1. There was a positive and significant correlation between helpfulness and the number of times accessed during the week (r = .177, p = .001). T-tests revealed no significant differences in perceived helpfulness between those with computer access in their home or dorm room (n = 349) and those who did not have this access (n = 57) (t = 1.12, p = 268). A dichotomous variable of traditional and non-traditional students was created from students' age with traditional being 17-25 years (n = 344) and non-traditional being 26 years and older (n = 73). There were no significant differences in perceived helpfulness between these two groups (t = -.734, p = .476). Finally, there were no significant differences in perceived helpfulness based on gender (t = -.704, p = .482).

Using a provided list of features, students rank-ordered the top three most helpful features. Course documents, announcements, and gradebook emerged as the top three features overall (See Table 2). In addition, the students rated the helpfulness of the features using a 5-point scale with 1 being not helpful and 5 being extremely helpful. Accessing course documents was rated 4.6, announcements, 4.6, and gradebook 4.3.

Students were asked "In what ways was the Web site helpful or not helpful?" Over half the students (n = 230) indicated that access to course materials and announcements was helpful. Some students specified that having the notes available on the Web site facilitated note-taking because they could concentrate more on the lecture rather than note-taking during class. Others indicated that the ability to get course materials and announcements was helpful if they missed class. Student perceptions of helpfulness are reflected in the following student comments: "... it gives me the opportunity to relay messages to group members ...", "... it gives [the instructor] the opportunity to post information regarding the class", "... it is easier for me to print off notes, that way I can pay attention in class", "it is a helpful site for communicating with students."

Students were provided with a list of Blackboard features that were not used in the course (or used minimally) and asked which ones would have been helpful to them. Overall, students were interested in online practice quizzes (n = 59), the digital dropbox (n = 27), and a course calendar (n = 35).

In an open-ended question, students were asked for suggestions for improving the use of the Web site. "It would be nice to be able to print out notes ahead of time so that you could write extra things on them during class", "I wish all classes were using it, I wish it was a requirement", "... it is efficient and effective", "Blackboard was a wonderful help", "more information available like course schedule on Web", "online quick quizzes for readings", "optional online quizzes" "have course info and announcements updated everyday", "none, I like it, keep using it", "make it so that you have to go to class to get on blackboard", "A calendar would have been neat."

Student Performance

Using a 5-point Likert-type scale from 1 (strongly disagree) to 5 (strongly agree), students responded to the following comments regarding student learning: "Overall, the use of Blackboard helped me learn course material", "I earned a better grade in this course then I would have if Blackboard had not been used", "I took full advantage of all available features of Blackboard", "I learned more in this course than I would have if Blackboard had not been used", "I attended class less often than I would have if Blackboard had not been used with this course", and "Using Blackboard for this course helped me to improve my computer skills." Results were 3.99, 3.51, 3.80, 3.39, 2.10, and 3.33 respectively. A scale was created from these six items (the fifth item was reverse-coded) with a Cronbach's Alpha of .66. T-tests were performed to see if there were differences in perceived student performance based on gender, age, experience using Blackboard, and access to the Internet. There were no significance differences for gender (t = -.048, p = .96), age (t = -1.43, p = .16), or previous experience using Blackboard (t = .506, p = .61). However, there was a significant difference in perceived student performance by Internet access (t = 2.38, p = .02). Those who had access to the Internet in their home or their dorm (n = 340) had a significantly higher score on the student performance scale than those who did not have such access (n = 56). Correlations revealed a significant and positive correlation between the student performance scale and overall helpfulness (r = .572, p = .000) and the number of times the Web site was accessed during the week (r = .220, p = .000).

DISCUSSION

The results of this study indicate that students are using Blackboard CourseInfo as a tool for learning. They are accessing their course Web sites several times a week, taking advantage of available features, and are finding them helpful. Students enjoyed having access to course information and the opportunity for enhanced communication with instructors and peers. These findings support previous research that indicated positive student attitudes toward course Web sites (Ballard, 2001; Chandler & Maddux, 1998; Sanders & Morrison-Shetlar, 2001; Wernet et al., 2000).

Students appreciated the access to information provided by the course Web sites. Of the features on the course Web site, students perceived the course documents, announcements, and gradebook most helpful. Specifically, they indicated the convenience of being able to access course materials and the availability of grades 24 hours a day as particularly helpful. These results coincide with those of previous research (Ballard, 2001; Chandler & Maddux, 1998; Sanders & Morrison-Shetlar, 2001; Wernet et al., 2000). Many students perceived that having access to class notes before class helped to facilitate note-taking. They suggested that having the notes during class so they could listen to the instructor rather than concentrating on taking notes enhanced their learning. Additionally, students were able to get notes or assignments if they missed class allowing them to keep up with class content, even if they were not able to attend class.

Students also perceived that the course Web site enhanced the communication that occurred between the students, instructors, and peers outside of class. The course announcements helped keep students updated and organized. There were several students who wanted their instructor to post announcements several times a week. Many of the announcements that were posted were related to schedule changes, upcoming events, due dates, etc. The popularity of these types of features (i.e., announcements, calendars) indicates that students appreciate information that helps them to stay organized regarding course requirements and activities. The requests for information that did not necessarily pertain to the course indicate a desire for additional interaction with the instructor outside of scheduled class time.

In addition to communication with instructors, the course Web site appeared to aid in communication with peers. Interestingly, discussion boards did not emerge as a widely used feature or a feature that students found helpful. This may be explained by the instructors' use of the discussion board feature in the classes surveyed. This feature was used in only four of the 12 courses. Because these were all face-to-face classes and many of them were larger classes (e.g., 45-64 students), online discussion was not emphasized.

The features that students found useful were obviously limited to those features that were used in their courses. When asked which features were not used on the course Web site that would have been helpful, many students responded that they would like to use the practice quizzes, the digital drop box, and a course calendar. This finding supports previous findings that suggested that course calendar or schedules, and online quizzes and tests are helpful features (Chandler & Maddux, 1998; Wernet et al., 2000). Instructors may want to consider implementing these features in their courses. Unlike previous findings (Chandler & Maddux, 1998; Wernet et al., 2000), external links were not a feature that the students thought would be helpful. There may be several reasons for this finding. Some courses used Web sites that were well known to the students and they may not have accessed them through the course Web site. Other links were embedded within homework assignments or announcements and not set up in the external links feature. Finally, not all of the instructors in the study fully utilized this feature and the inclusion of external links should be something that instructors should consider for future use.

Overall, access did not appear to be a problem with this sample. Students accessed the site either from their home/dorm room or the university computer lab. There were no significant differences in perceived helpfulness between those with computer access in their homes or dorm rooms and those who did not have such access. Indeed, many students who had access in their home or dorm accessed the site at the university computer lab instead. It may be that it was convenient for them to check the site at the computer lab between classes. This finding seems to support Chandler and Maddux's (1998) finding that student access was no longer a problem on college campuses because of the availability of campus computer labs. In addition, access to the course Web site was not interrupted by technical difficulties for the majority of the students. Of the students who experienced problems, most had trouble because the server was down. Not only are more students gaining access to the Web-based resources, the problems associated with accessing the software are decreasing.

Like the findings of Sanders and Morrison-Shetlar (2001), there were no significant differences between the perceived satisfaction of traditional and non-traditional students based on age. This may be because of the widespread use of Blackboard at this institution as well as increased use of computers by all age groups. Contrary to the findings of Sanders and Morrison-Shetlar (2001) who found females to have a more positive attitude than males, there were no significant differences in the perceived satisfaction of the males and females in this sample. One possible explanation for this difference in findings is the small number of males (14%) in this population sample.

Those who had access to the Internet in their home or dorm room had a higher perceived performance in the class. However, there were no significant differences in perceived student performance by gender, age, or previous Blackboard experience. Additionally, there was a positive and significant correlation between number of times the Web site was accessed and perceived student performance and between overall helpfulness of the Web site and perceived student performance. It may be that convenience plays a role in students' perceived performance. If they have access in their home or dorm room, they are able to access the site more often and take full advantage of the various features used in the course. This frequent access to information in turn, may increase their perception of their performance in the class.

One of the major questions to be answered regarding the use of course Web sites is their impact on student learning. Data from this study do not adequately address this question; however, results do suggest that students may have perceived greater learning with the use of Blackboard. Additionally, many instructors wonder if use of a course Web site deters students from attending class. Attendance for this sample did not appear to be influenced by the use of Blackboard but this is an issue worthy of further exploration.

LIMITATIONS AND FURTHER RESEARCH

The data gathered for this study were from a relatively small number of students and not all available course Web site features were used or evaluated (e.g., discussion boards, online quizzes). Therefore, these results cannot be generalized to other populations. Instructors use course Web sites in different ways and incorporate different features; therefore, it is imperative that each instructor evaluate the course Web sites used in their own courses. However, the results of this study provide guidance for implementing a new course Web site or improving an existing course Web site.

Although this study has furthered our knowledge of the use of course Web sites in face-to-face instruction, the ultimate question is still unanswered. That question is whether the use of a supplemental course Web site improves student learning and which particular features used in what particular ways are most effective. Other questions still to be answered by further research include: Is the process of posting class notes or overhead transparencies discouraging class attendance? Does the use of a course Web site encourage instructor-student communication or impede it? Results of this study indicate that communication might be a key issue for students and this should be further explored.

CONCLUSION

Technological advances continue to provide pedagogical challenges; yet, initial studies indicate positive student reactions to the use of course Web sites. Educators have only skimmed the surface and have yet to tap the full potential of this new instructional tool. More research is needed to fully answer the questions that we have regarding use, access, effectiveness, and impact on student learning. Despite the unanswered questions, early research indicates benefits for both students and instructors. We must continue to explore this new vehicle for student learning and student-instructor interaction and continue to examine the full range of possibilities this technology presents to higher education.

Table 1 Overall Helpfulness of the Course Web Site

Helpfulness Rating             Frequency           Percent

1.00 (not helpful at all)          1                  .3
2.00                               6                 1.9
3.00 (somewhat helpful)           29                 9.3
4.00                             119                38.1
4.50                               3                 1.0
4.8                                1                  .3
5.00 (extremely helpful)         126                40.4

Note: The exact rating was estimated for students who marked between two
numbers (e.g., 4.5 if marked half way between 4 and 5).

Table 2 Web Site Features Ranked as most Helpful

Feature                                  Ranking
                       1st          2nd           3rd        Total
                      n (%)        n (%)         n (%)       n (%)

Course Documents    152 (36.5)   111 (26.6)    74 (17.7)   337 (80.8)
Announcements       115 (27.6)   101 (24.2)    86 (20.6)   302 (73.3)
Gradebook            84 (20.1)   103 (24.7)   119 (28.5)   306 (74.2)
Discussion Board     22 (5.3)     11 (2.6)     30 (7.2)     63 (15.2)

Note: Discussion Board was used in only four of the twelve classes.

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SHARON BALLARD, JOY STAPLETON, AND ELIZABETH CARROLL 

East Carolina University, USA

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