The development and impact of a web-based student centred learning package

During the past two decades, educators have invested extensive time and resources introducing computers and web-based courses into universities (Yazon et al., 2002). However, many academics appear to use the technology merely as an extension of the chalkboard or overhead projector and do not use its potential to re-evaluate their approaches to teaching and assessment (Harris, 1999). Unfortunately, this traditional pedagogy reinforces students’ passive and rote learning strategies. Although a constructivist studentcentred learning paradigm is desirable in the University setting, post-secondary teaching methods continue to focus on teacher-directed activities. As critics and advocates alike clamour for a justification of computer-rich classrooms, there is a need for educators to critically investigate how instructional technologies can be used more effectively to improve teaching and enhance learning. An essential part of that investigation involves examining teachers’ and students’ pedagogical perspectives and roles in courses where technology is extensively used. An examination of these experiences and perspectives may lead to a deeper understanding of technology’s potential role as a catalyst for initiating changed teaching and learning in the university classroom. In this paper we describe a study that begins to address these issues.