This dissertation discovered the factors influencing how students value asynchronous Web-based courses through the use of qualitative methods. Data was collected through surveys, observations, interviews, email correspondence, chat room and bulletin board transcripts. Instruments were tested in pilot studies of previous semesters. Factors were identified for two class formats. The asynchronous CD/Internet class format and the synchronous online Web based class format. Also, factors were uncovered for two of the instructional tools used in the course: the WebCT forum and WebCT testing. Factors were grouped accordingly as advantages or disadvantages under major categories. For the asynchronous CD/Internet class format the advantages were Convenience, Flexibility, Learning Enhancement, and Psychology. The disadvantages included Isolation, Learning Environment, and Technology. For the synchronous online Web based class format the advantages were Convenience, Flexibility, Human Interaction, Learning Enhancement and Psychology, whereas the disadvantages included Isolation, Learning Environment and Technology. Concurrently, the study revealed the following factors as advantages of the WebCT Forum: Help Each Other, Interaction, Socialization, Classroom News, and Time Independent. The disadvantages uncovered were Complaints, Technical Problems and Isolation. Finally, advantages specified for the WebCT testing tool were Convenience, Flexibility and Innovations, and its disadvantages were Surroundings Not Conducive to Learning, and Technical Problems. Results indicate that not only classroom preference, learning style and personality type influence how students value a Web based course, but, most importantly, a student's lifestyle (number of personal commitments, how far they live, and life's priorities). The WebCT forum or bulletin board, and the WebCT testing or computerized testing were seen mostly by students, as good tools for encouraging classroom communication and testing because of the convenience and flexibility offered. Still, further research is needed both quantitatively and qualitatively to ascertain the true weight of the factors discovered in this study.

Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed. / Department of English

The use of interactive e-learning tutorials is an effective form of teaching and learning. It is therefore important that attention is paid to their usability. This research relates to the evaluation of a CD-based e-learning tutorial for learning Business English, with the aims of investigating its usability and identifying problems. Particular attention is paid to aspects that hinder the learner from achieving the learning objectives. The study uses two usability evaluation methods (UEMs), namely controlled usability testing in an HCI laboratory and a user questionnaire survey. The main aim of the study is to compare the findings and determine the impact of using two methods in combination. The first outcome of the research was a synthesized framework of evaluation criteria that was applied in the two UEMs. Secondly, findings of the evaluations indicated that two UEMs identified similar problems, thus confirming their reliability in usability evaluation. Another finding was instances where one method produced results not obtained by the other, which shows the complementary value of two different UEMs. A third benefit of the study was that it identified usability problems in the target system. / Information Systems / MA (Information Systems)

The use of interactive e-learning tutorials is an effective form of teaching and learning. It is therefore important that attention is paid to their usability. This research relates to the evaluation of a CD-based e-learning tutorial for learning Business English, with the aims of investigating its usability and identifying problems. Particular attention is paid to aspects that hinder the learner from achieving the learning objectives. The study uses two usability evaluation methods (UEMs), namely controlled usability testing in an HCI laboratory and a user questionnaire survey. The main aim of the study is to compare the findings and determine the impact of using two methods in combination. The first outcome of the research was a synthesized framework of evaluation criteria that was applied in the two UEMs. Secondly, findings of the evaluations indicated that two UEMs identified similar problems, thus confirming their reliability in usability evaluation. Another finding was instances where one method produced results not obtained by the other, which shows the complementary value of two different UEMs. A third benefit of the study was that it identified usability problems in the target system. / Information Systems / MA (Information Systems)