In this case study graduate students and their instructor describe actions necessary to investigate the use of several Web tools in an online course. In Fall 1997, an Educational Technology course entitled "Management of Instructional Telecommunications Systems" was used to field test four web tools and to develop the instructional guides for their use. In this manner, the students assisted their instructor in converting an existing multi-delivery mode course into a Web course. Delivery methods of the course to be converted and the course used for field testing the Web tools were FirstClass^TM computer conferencing software and interactive compressed videoconference. The instructor received a small grant to accomplish the following: a) convert existing course content to well designed Web-based instruction; b) locate, field test, and implement optimal web tools; and c) develop, field test, and publish (on the Web) training guides for using the web tools. Each student was responsible for investigating one of these tools: a threaded web board discussion; a chat room; a shared workspace that allows collaborative writing; and a multi-user domain, object oriented (MOO).

This case study is based on situated cognition and problem-based learning, where the learning that takes place is situated in actual teaching and learning environments and experiences. The learning about and the use of Web tools are situated and anchored in real situations and problem-solving experiences (Brown, Collins, & Duguid, 1989; Cognition and Technology Group at Vanderbilt, 1992). The situated, anchored learning that takes place eliminates the separation between learning and use, which encourages the application of knowledge to actual learning environments (Choi & Hannafin, 1995). In the case study, each student was responsible for training on a Web-based tool. The students used the tool, developed a training module and guidelines of the tool, trained others in a hands-on workshop, moderated an instructional application of the tool, and described the management and administration of that tool.

The Web-based Tools

The Web tools that the graduate students pilot tested were:

• Basic Support for Cooperative Work (BSCW), a shared work space on the Web--enables students to write and edit collaborative documents as well as share graphics with others and can be password protected;
• World Wide Web Board (WWWBoard), a web board--allows students to engage in asynchronous discussions that are threaded and thus easily organized and can be password protected;
• Easy Web Group Interaction Enabler (EWGIE), a chat room on the Web--allows students to engage in synchronous chats with others and to use its whiteboard capabilities and can be password protected;
• Multi-user Environment, Object Oriented (MOO), a type of MUD on the Web--provides students with the opportunity to engage in synchronous Java-based chats with others in both private and more public environments and can be password protected; and
• FirstClass^TM (FC), computer conferencing software on an Internet server--provides both synchronous and asynchronous communication and can be password protected.

Participant Roles. The instructor acted as the guide, facilitator, and resource for learning activities throughout the 15-week semester. The telecommunications specialist first located the software and installed it on the Web server, worked with the instructional designer on designing the tools for use in the course, and consulted with the students on computer requirements and related Web tool management issues. The graduate assistant provided web-based instructional design skills and wrote training guides, assisting the instructor with publishing materials on the web. She also provided technical advice and guidance on the web tools.

Students as Learners and Teachers. The following points identify the steps and outcomes of this problem-based learning case study:

• Using Web-based tools: Use of these tools allowed for the identification of appropriate instructional applications for each tool. By using the tools, students discovered and handled difficulties in accessing and working with the tool.
• Training others on Web-based tools: Each student became an expert in the use of their tool. This process allowed students to develop training guidelines appropriate for different audiences and different tools.
• Moderating (or co-moderating) an instructional application of the tool: Over a three-week period, students were responsible for planning the instruction, conducting instructional activities, and moderating the online discussions that took place. In doing so, the students identified which tools would be appropriate for teaching a particular type of content, based upon the capabilities and limitations of the tool.
• Publishing information about the tool: Students wrote a guide to the tool and published the guides on the Web. The guides included a general overview, user guidelines, server and client requirements, FAQs, links to the software developer, costs, example links, and illustrations of real-life applications of the tools In some cases, they developed a test workspace for the tool.
• Administration of the tool: Students interviewed a technology specialist regarding management issues such as computer requirements and cost of purchasing and maintaining the tool. This resource helped students identify important factors in recommendations for adopting web tools.
• Evaluation of the lesson and the tool: The students collaboratively developed an instrument to evaluate web tools, using the seven points of Quality Distance Education. They published this "Evaluation of Web-based Instructional Tools" on the Web and used it to evaluate their own and each other's instruction and the Web tool itself.

We learned a variety of lessons in converting a course to a Web-based format.

• Simplify the navigation of the course. At the beginning of the course, when navigation seems complex and the students get lost, a concept map of the course should be provided. Additionally, students should develop their own concept maps of the course.
• A training session at the beginning of the semester should be long enough to allow hands-on practice with each tool. The students must have a chance to play with the tools instead of using them immediately for content purposes. Current students can act as mentors to the new students during the training session.
• Server software must not be moved from one location to another, nor should software be upgraded after the course begins.
• Students must have equal access to software, which must be made available to the students regardless of location. The software must be located on a server outside of the firewall.
• Maintain the "Least Common Denominator" effect, which is to use the most efficient and effective application, even though several applications might accomplish the same results.
• Recognize the "Diamonds" among the tools. Diamonds are options, concepts, or add-ons with special characteristics or functions that enhance the use of the tool. One tool may be adequate but another tool may offer diamonds.

Brown, S.B., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. [On-line]. http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html

Choi, J-I, & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(2), 21-29.

University of Wisconsin - Extension. (1996). Quality distance education (QDE): Lessons learned. [On-line].  http://www.uwex.edu/disted/qde/home.html