October 2006 Volume 9 Number 4

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Feeling scared of being exposed also related to the self-image of participants. Some felt they had an image to uphold and should not be caught using English grammar incorrectly, as they were Master’s students. One particular participant indicated that she typed her e-mail message in MSWord, spell checked it, and then pasted it onto the e-mail composer. Another three clusters of themes were put together to form the second category of meaning, namely process of affective development. These phases included the initial phase: responding to requirements; the second phase: valuing, commitment and organising; and the third phase: internalisation. The phases correspond well with Krathwohl’s taxonomy of the affective domain (Huitt 2001). In the initial phase participants felt insecure, vulnerable and exposed because they did not know the level of their peers’ knowledge and skills: You sit there, totally naked and struggle. You do not know what the others knew [sic], and you know too little, but you do not know if they also know as little or less or more than you know. The intense module requirements initially made participants struggle alone. After feelings of chaos and distrust of their own abilities early in the module, they began to feel competent. During the second phase they took charge of their situation accepting their inabilities and abilities. They took active responsibility for their situations and motivated one another. During the third phase, participants made cognitive decisions regarding their efforts and those of their peers. Participants who completed the module saw themselves as people who do not give up, even though some considered doing that in the beginning. The third category of meaning was called inhibiting factors, and contained nine clusters: Giving up/being voted out; students’ lack of preparation; lack of technological support and knowledge, troublesome group selection, language, overload, high financial costs; and telephone service provider problems. This category addresses the intensity of the volition of the participants who stayed and completed the module regardless of experiencing many inhibitors. Participants felt that there was a definite gap in their knowledge and skill levels at the onset of the module. Participants experienced frustration due to technical problems and a lack of technical know-how, aggravated by the use of unfamiliar software. Conclusion In summary, we found that the highly competitive reality game show metaphor caused excessive stress to the students, to such an extent that one commented that “this was no game”. Nevertheless, those who survived reported a high level of satisfaction with what they had achieved, indicating, possibly some relationship between academic stress and a sense of achievement. The reasons for the successful completion were identified as the game metaphor, the skill of the facilitator in making herself “visible” over the Internet, and the emotional concern that the students showed for one another regardless of the absence of physical contact. The game metaphor allowed motivation through challenge, curiosity and fantasy. Students preferred intangible and insignificant email rewards, which seemed more attainable to them than the final prize, the weekend away. The downside of the metaphor was the perceived discrepancy between the goals of the games, and the learning goals. The main cause of conflict was the lack of availability of team members, lack of commitment and active participation, as well as contrasting personalities and strong individual wills. The online facilitator fulfilled five roles to attain full “visibility”. As administrator, she conducted timely course administration. She maintained social and emotional support. As an instructor she facilitated the learning process, but failed in providing explicit logistical guidelines. This was overcome by a database of frequently asked questions (FAQs). As a guide, she encouraged interactivity to foster the building of new knowledge. She did not risk losing students by abandoning them in cyberspace. As a mediator, she ensured fair play. If problems occurred, she intervened to resolve them. Filtering these competencies through a job profiling system produced five people competencies, five thinking competencies and three energy competencies. Three aspects were identified regarding affective considerations and peer support. These were curative factors, including altruism versus individualism, communication, and internal drive or value system. Three phases were identified in a process of affective development. These included an initial phase of responding to requirements; a 191
second phase of valuing, commitment and organising; and a third phase of internalisation. Nine inhibiting factors were identified. These included the fear of dropping out, lack of preparation, lack of technical support and knowledge, group dynamics, work overload, financial concerns and connectivity problems. Students dropped out mainly because they could not work with the technology. Students stayed mainly because they enjoyed the game, felt looked after by the facilitator, and supported one another. More research should be conducted into the relationship between stress and a sense of achievement. Further work could include the development of a checklist for learners to determine how likely they would be to survive an online course, and an instrument to determine how likely a traditional facilitator would be to transfer to an online environment. Acknowledgements We acknowledge with thanks the excellent co-supervision of Prof. Dr Irma Eloff, and the pain of the participating students. References Adendorff, D. E., (2004). ‘An investigation into the roles and competencies of an online facilitator.’ Unpublished Ph.D. thesis. University of Pretoria. Available at http://upetd.up.ac.za/thesis/available/etd- 08232004-071632/ Anderson, T. Rourke, L. Garrison, D. R. & Archer, W. (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5 (2), 1-17. Blignaut, A. S. & Trollip, S. R. (2003). Developing a taxonomy of faculty participation in asynchronous learning environments – an exploratory investigation. Computers & Education, 41 (2), 149-172. Broadbent, B. & Legassie, R. (2002). How to facilitate e-learning courses, retrieved June 26, 2006 from http://www.elearninghub.com/articles/how_to_facilitate_e-learning.html. Burke, K. (2000). Consumers turn to video and computer games for social interaction, retrieved June 26, 2006 from http://www.games-advertising.com/assets/socialinteraction.htm. Cheng, Y. T. & Van de Ven, A. H. (1996). Learning the Innovation Journey: Order out of Chaos? Organization Science, 7, 593-614. Choden, A. (2001). How to Succeed as an Online Facilitator, retrieved June 26, 2006 from http://www.suite101.com/article.cfm/training_and_development/45384. Cordova, D. I. & Lepper, M. R. (1993). Intrinsic motivation and the process of learning: Beneficial Effects of Contextualisation, Personalisation, and Choice. Journal of Educational Psychology, 88 (4), 715-730. Cordova, D. I. (1993). ‘The effects of personalisation and choice on students’ intrinsic motivation and learning.’ Ph.D dissertation, Stanford University. Creswell, J. W. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions, Thousand Oaks, California: Sage Publications. Cronje, J. C. (1997). Interactive Internet: Using the Internet to facilitate cooperative distance learning. SA Journal of Higher Education, 11 (2), 149-156. Cronje, J. C. (2001). Metaphors and Models in Internet-Based Learning. Computers & Education, 37, 241-256. Cronje, J. C. & Clarke, P. A. (1999). Teaching 'Teaching on the Internet' on the Internet. SA Journal for Higher Education, 13 (1), 213-226. 192
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
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espective institutions. The primary
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greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
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A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
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Software reuse has two dimensions,
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Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
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References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
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Figure 4: Example of Summary Image
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The competitive nature of design cl
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Page 177 and 178: Oppenheimer, T. (1997, July). The c
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Page 187 and 188: the change agents to recognize the
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Page 191 and 192: maintaining the interest levels of
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Page 203 and 204: Website Design The MTP website (www
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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