This article describes the design, execution and outcomes of a Web-based course in cable telecommunications offered jointly at two U.S. universities. The goal was to create an online learning community where inter-university student teams collaborate electronically to learn through case-based problem solving. The main features were distributed team-centered learning, case method, online access to industry experts, a variety of synchronous and asynchronous IT and communication tools and electronic team teaching. Outcomes indicate positive learning differences. Satisfaction, higher overall, was lower than expected with experts and teammates at the distant university. Compared to the classroom model, students acquired greater experience in areas other than knowledge of course content: teamwork, communication, time management and technology use. Evidence emerged that satisfaction and learning outcomes may be more related to a student's positive outlook than to factors such as grade point average, prior experience with teams or with technology. Our recommendations are to retain student-centered team learning, inter-university cooperation, team teaching and case method features while restructuring others. We further recommend adopting a course management system to streamline teaching-related tasks.
|Original language||English (US)|
|Number of pages||12|
|Journal||Educational Technology and Society|
|State||Published - 2000|
All Science Journal Classification (ASJC) codes
- Sociology and Political Science