Redesigning Instruction Through Web‐Based Course Authoring Tools

Abstract

Abstract This paper examines the pedagogical implications of redesigning instruction for Web‐based delivery through a case study of an undergraduate computer science course that was initially designed for a traditional learning environment and later transformed to a Web‐based course using WebCT, a Web‐based course authoring tool. The paper also discusses the specific features of WebCT that enabled the new instructional activities and learning events and will infer whether the comprehensiveness and synergy of those activities were responsible for changing the overall instructional approach of the course and if so, what underlying pedagogy was implied.