488 2005 IRMA International Conference Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Does Optional Web-Based Seminar Support Better (Constructivist) Learning in the Basics of Informatics? Pekka Makkonen University of Jyväskylä, PO Box 35 (Agora) Fin-40350, Jyväskylä, Finland, pmakkone@jyu.fi ABSTRACT This paper describes the use of the web as a complementary addition to conventional lectures in the learning of the basics of informatics. We utilize a slideshow with links, search engines on the web, and the Web CT environment. The solution enables a web-based seminar supporting learning in various ways. First, in our approach the students compose a coursework report focusing on the main concepts of the subject area. This occurs by using the slideshow with links and search engines on the web. Second, in the web-based seminar students can familiarize them- selves with the coursework reports of other students. We claim that in this way learning can be promoted in the spirit of both cognitive and social constructivism. At the beginning and end of the course we analyzed how useful and interesting the students regarded six course themes. In addition, the students were expected to analyze their own development of computer use skills, Internet use skills, and their knowledge of basic concepts in informatics. The study found that optional WWW-based seminar affects both external and internal motivation equally. The effect on the knowledge of basic concepts in informatics was beneficial. INTRODUCTION The WWW provides both the possibility to organize information in a strict form (e.g. using trails and guided tours) and also opportunities for free “surfing” with its advantages and disadvantages. To realize the benefits of the WWW we have used a three-layer learning solution. These layers are (a) the support of guided tours as a slideshow on the WWW, (b) the support of appropriate links, and (c) the support of search engines and directories. Based on these layers we have organized a coursework in which students were expected to enter their findings in their personal diaries. This approach provides a real basis for successful WWW-based coursework and research results show that our three-layer learning solution is beneficial [8, 9]. In the spirit of the social constructivist learning theory for improving the benefits of our WWW-based coursework we suggest the use of a virtual learning environment (Web CT) and its presentation feature. This feature of the Web CT enables the demonstration of the idea of shared workspaces in practice. During the process of seminar work students can familiarize themselves with shared workspaces. This occurs by publishing and presenting seminar work; by commenting on seminar works created by other students (or groups) and by reading comments expressed by other students. This paper introduces our approach to carry out a web-based coursework and seminar. It has two purposes. First, it introduces our WWW-based coursework as a way to apply the WWW in the learning of basic concepts in informatics. Second, it includes an evaluation of how dedicated the students who completed the optional WWW-based coursework were while learning different areas of informatics. Additionally, the paper contains an evaluation of how three different main areas, which are (1) skills in using computers, (2) skills in using the Internet, and (3) knowing the basic concepts, were developed during the course. We made all the evaluations by comparing the students who completed the coursework to the students who did not participate in the coursework. Before discussing the study itself, we first provide the theoretical background of the study. ENGAGEMENT AND MOTIVATION Our research deals with the learning of textual material. Most commonly in learning from text, motivation is understood both internally and externally [2, 3, 5, 7]. Internal motivation reflects a student’s own interest in regard to espousing new knowledge. It is associated with a human’s high-level needs such as self-actualization. External motiva- tion reflects the need to reach goals set by others. This is connected to a human’s low-level needs such as security and survival. Motivation in learning from text can be evaluated as shown in figure 1 (see next page). Pre-motivation is the sum of pre-interest and pre- benefit. Post-motivation is the sum of post-interest and post-benefit. Internal motivation is the sum of pre-interest and post-interest. External motivation is the sum of pre-benefit and post-benefit. CONSTRUCTIVISM In education we can teach concepts in a teacher-centered way or we can use student-centered educational methods. Behaviorism, as a teacher- centered way, is interested in a student’s behavior in relation to teaching while its opposite, constructivism, is interested in the mental processes which affect the behavior of a student [11]. A traditional lecture is Figure 1. Motivation of Learning from Text Pre-benefit Pre-interest Post-interest Post-benefit Post-motivation Internal motivation External motivation 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITP5233 IDEA GROUP PUBLISHING This paper appears in Managing Modern Organizations Through Information Technology, Proceedings of the 2005 Information Resources Management Association International Conference, edited by Mehdi Khosrow-Pour. Copyright 2005, Idea Group Inc.