Abstract:
The authors argue that the documentation resulting from engagement, via WebCT, in interactive learning tasks created for the participants an opportunity for a heightened level of engagement and discourse. The process of referring back to the record of the discussion caused the participants both to own the discussion to a greater extent and to carry the discussion forward in a more engaged and intellectually demanding manner. This result reflects an overall rise in the level of discourse and metacognition. This paper aims to generate a greater understanding of the pedagogy needed for developing future web-based modules and to consider where the teacher is placed in the learning community. Furthermore, what distinguishes these interactive learning tasks from face-to-face classroom interactive learning tasks is the documentation of this learning, which allows the learners and the lecturer to 'see' the learning. The effectiveness of this process is examined from the viewpoints and voices of both students and lecturers participating in a WebCT course.