Web Based Learning Essay

Introduction
This essay aims to discuss the impact of Web Based Technology (WBT) on assessment practices in mathematics. WBT refers to and promotes what is known as Web Based Learning (WBL) where the learning is in hypertext format providing the learner with more exploration and interactivity capabilities. Studies in Hong Kong by Khalifa(2002) suggests that this is the most superior form of WBL in comparison to Distributive Passive Learning (DPL) which is used to deliver linear material such as word files and power point presentations. Furthermore, WBL encourages computer-enhanced instruction (CEI) which makes the teacher essential to the learner process as opposed to computer-assisted instruction (CAI) and computer-managed instruction (CMI)

The student is then able to access many lessons and tasks that are numerically randomized using algorithms so that each student can receive a different set of numbers for the same task or topic. Students can complete a set task with the ability to go back over lesson notes and review course and content material. Marks are given to them immediately and a traffic light system put in place to let them know how well they performed. The teacher is able to handle the administrative details, choose and select tasks and review the questions (Jones, 2008). Some systems allow you to devise your own questions and set them for individuals and classes. In addition there are chat rooms, instructor notes, calendars for due dates and a section for teacher

Students must have reliable access to a computer with a decent modem speed so that connecting to the Internet can be quick and without time restrictions. On occasion it is likely that students will encounter some technical problems, such as slow modem speed, slow bandwidth, or network jam that may need to be allowed for in order to use the web-based tool (Nguyen et al., 2005). In addition to this, automated grading is impersonal as the teacher cannot get familiar with the style of student thinking and layout as he or she would with traditional paper-based work. Discomfort with technology or technological difficulties can hamper learning. Programming and syntax errors can throw students who may have the correct methodology or layout but because of a misplaced decimal an incorrect answer is shown (Nguyen & Kulm, 2008). The use of WBT is often limited to select departments in schools and increasing the usage of WBT in school requires both support and financial commitment from senior management. Staff acceptance towards innovation and change can also limit the effectiveness of WBT (adapted from JISC, 2007, p.16). Later in this assignment we’ll look at more limitations to WBT as social groups seek to use it to cover parts of summative high-risk assessments where a problem of who actually takes the test can prove