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.
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