The proposal was reviewed by the department, the college council and, approved by the provost office. The starting and ending dates of WebCT classes were the same as f2f courses offered in campus. The course web page functioned as the major setting for instructors to post class related materials from Essay Map. Students log onto the class web to retrieve materials, interact with the instructors and other classmates. Students and instructors usually did not meet f2f throughout the whole semester. Some classes in the study did meet once or twice when issues came up, and the instructors were needed to meet with students. Most classes (13 out of 16) did not have a fixed “meeting” time (synchronous communication). 

Each week, the instructor posted certain amount of content materials for students to study by the form of class note, unit module or studying materials of the week on the web. Instructors also posted assignments, projects, cases analysis, and questions to help students understand and exercise the content. Students were required to log onto WebCT to retrieve materials, and to do self-study at their own convenience. 

Usually, the class interactions between learners and instructors were asynchronous on individual bases. Three classes required once a week (synchronous discussion for two hours). Each member of a WebCT class was able to contact other members privately or publicly via the WebCT mail list, or posting messages via threaded or unthreaded discussions. Students were able to send in assignments, projects or exams electronically to the instructors. Students were also able to obtain both formal and informal assessment from the instructors on the web.

Participants

University faculties who teach course content over 50 % on line were the target population. After sending out consent forms, ten instructors (who taught 16 WebCT classes) agreed to participate the study. The WebCT classes included in this study were both at undergraduate and graduate levels in the College of Education. Among the ten instructors, four were males and six were females. Two hundred and sixteen students enrolled in the 16 WebCT classes were indirect participants, whose classroom participation, discussion, and assignment were observed and recorded.