The rapid development in information and communication technology has resulted in a significant shift in today's school environment. Utilizing a wide range of new communication media such as the web-based Cyber Campus is now one of the most popular ph...
The rapid development in information and communication technology has resulted in a significant shift in today's school environment. Utilizing a wide range of new communication media such as the web-based Cyber Campus is now one of the most popular phenomena to be found. The instant advantage of the Cyber Campus is in its user-friendly accessibility.
Students are not bound by time and place anymore. Especially when considering the traditional time pressure of lectures held on campus in a lecture room, the nearly limitless chances of presenting one's ideas about the issues from lectures is a truly attractive side of e-based discussion boards. Another essential notion of the Cyber Campus is that it is a place where all participants of the class can freely make mutual interactions. While raising and discussing issues of interest, they share their opinions and explore each other's thoughts. It is a self-initiative academic engagement with all other classmates, including the instructor. For web-based learning to be successful in pursuing its educational goals, the element of “interaction” is considered to be crucial amongst many others.
This study is a case study of one Cyber Campus class which was operated under a special effort to bring about the mutual interaction among students. Students became preparatory teachers and had a practice class in front of their classmates. After this on-campus lecture room activity, students were to return to Cyber Campus where they could post their feedback and elaborations for the case of the presenters. Besides, the accumulation of various kinds of multimedia teaching materials turned into a valuable database that could be useful in developing future teaching models.