How a Web-based learning environment impacts high school students and their teacher: A qualitative case study

A qualitative case study research model was utilized to address the question, How does the Web-based learning environment impact high school students and their teacher utilizing a project-based Chihuahuan Desert Lab? Three guiding questions focused the study: (a) How are students actively engaged in their learning? (b) How and when do we arrive at technology transparency? and (c) How is student learning supported?;The Chihuahuan Desert Lab---Plugged In (CDL-Plugged In), an online environmental course developed by the National Park Service, provides the context of this study. CDL-Plugged In was taught by an experienced, certified high school teacher.;The study examines practices, procedures, pedagogy, and policy related to Web-based learning and instruction. It documents and clarifies experiences of four participant groups (13 students, 2 teachers, 3 mentors, and 1 tutor) with the course content, technology, software and hardware, and network.;QSR NUD*IST software was utilized to manage, code, and analyze data collected during fall 2001 and spring 2002. The data wee gathered from surveys, student artifacts, observations, focus group interviews, individual interviews, telephone interviews, journals, chat logs, and the researcher's journal.;The teacher is usually the key to successful utilization of the Web environment, but this research revealed parallels between a first-year teacher and a veteran teacher who was a novice technology teacher. In this case, the latter teacher's frustration level led to a paralysis of learning. Both the teachers' and the students' attitudes were greatly impacted by the challenges identified in the study: effectiveness of communication, course delivery, management of student behavior, and support. Also impacted were the level of engagement in learning activities and the successful completion of class work. The data indicated the importance of a teacher's attitude, flexibility, commitment, and understanding of Web-based pedagogy to successful Web-based instruction and learning.;Despite many frustrations and problems, the consensus of the participants was to continue offering Web courses but to specifically address (a) student engagement, (b) transparency of technology, and (c) support for learning. Further research is warranted to create a challenging, research-based learning environment addressing and supporting issue-focused teacher professional development.