The web is used for teaching and tutorials. They don t place materials on the web but use 
threaded web pages for chat pages and web conferences in real time with the students typing 
in their contributions   the only delay is the typing as it comes up on the ICQ system. The web 
is used together with other media: audio, text based, and teleconferencing. 
The web is used for interactivity. No video clips, but central university facility will assist in 
this. They use Netscape and our IT people produce our own database system from that. 
The web is used for one online, one to one, one to many, and many to many communication 
with threaded web pages for student communication and Internet resources for student 
They are developing tutoring systems and using hyperlinks to other web sites and between 
students, captioned  have you seen this? . 
There are no web based assignments. All by projects which are print based. They don t like 
assessment on the web and are conscious of security issues. Continuous assessment is 
preferred to examinations. 
The Ph.D. is almost totally on the web. The B Ed (In service) is available on the web in some 
subjects. The B Ed has a fixed start and a fixed finish. The Ph.D. is flexible throughout. Same 
costs as any other higher education degree in Australia. Basically $50 per point for a 36 point 
degree is $1800. 
From what the interviewee has seen, there are a lot who want to use the web, both students 
and staff. He has just done two evaluations and it works. The trouble is that staff are not 
getting the training and staff have real problems teaching on the web without the necessary 
training. This is seen in the context of further rationalization in Australian higher education in 
which most universities have lost a lot of staff. Students have serious problems of access and 
staff do not know how to use the web. 
Subject Areas 
In the CISAER fill in form, the question about the curriculum areas of courses using web was 
open ended. Consequently, the answers were interpreted and coded by the researcher, and it 
was not always obvious which category the reported curriculum areas belonged to. The 
courses were categorized according to the subject areas provided in the specialties list of 
National Science Foundation s Survey of Earned Doctorates July 1, 1997, to June 30, 1998. 
The same categories were used by Paulsen (1998, 139) in a survey of 150 online teachers and 
the courses they taught online. 
As shown in Table 7, the courses in the survey are dominated by courses in Computer and 
information sciences or Mathematics (56 institutions), Professional fields (45 institutions), 
Humanities (36 institutions), and Education (34 institutions). The professional fields cover a 
number of areas including Business Management, Communications, Law. Similarly, the 
humanities cover a wide range of subjects including courses in museumology, language 



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