Does the medium change the message? The impact of a web-based genetics course on university students' perspectives on learning and teaching

This study explores how university students respond to and perform in a web-based learning environment. We examine whether technology can serve as a catalyst for reforming post-secondary education, and more specifically whether it can help educators address the problem of passive learning among university level science students. To answer this question we examine students' experiences in an "autotutorial," web-based version of a third-year, university genetics course. Our findings suggest that a carefully designed technology-enhanced learning environment, which combines online and face-to-face elements has the potential to assist students in thinking differently about teaching and learning science. Thus, we conclude that the medium can change the message. (C) 2002 Elsevier Science Ltd. All rights reserved.