The part-time Bachelor of Building and Bachelor of Real Estate programmes were launched in July 1999. One of the key characteristics of these programmes is that about 50% of all the modules are taught online, relying heavily on the use of IVLE. Out of the 10 modules that were offered during the last two semesters, 6 modules were conducted online using the IVLE. Table 1 shows the 6 modules offered online in the first year and the corresponding number of hits for various tools in IVLE.

To determine the extent IVLE is utilised by the part-time students, its effectiveness, as well as problems encountered during its usage, a survey was conducted. A self-administered questionnaire was sent to all of the 75 part-time students and 51 (or 69%) returns were received.

Figure 1 shows the frequency of usage of various tools in IVLE. It can be seen that the Discussion Forum is by far the most frequently used tool in IVLE where 25 students indicated that they used it more than once a week and 21 students once a week. While the Discussion Forum is effective in generating discussion and as a medium for clarification of questions and doubts, the students suggested that staff should post more challenging topics or questions in the forum in order to encourage better participation. Announcement is the next most frequently used tool in IVLE where 35 students indicated that they used it more than once a week to check the announcements made by the staff. However, the survey also showed that the utilisation of Chat Room and Online Quiz is extremely low. It is generally felt that Chat Room is not very effective for discussion particularly pertaining to technical issues. Online Quiz could become more widely used once teaching staff become more familiar with its usage for the self-assessment of students.

Figure 2 shows the students’ responses on how IVLE has enhanced or promoted their learning. About 71% of the students felt that the use of IVLE has resulted in time saved in commuting and attending classes and thus allowed them to use their time more efficiently. The students also indicated that IVLE has enabled them to learn at their own pace (58%). However, only about 38% of the students agreed or strongly agreed that IVLE has promoted better discussion among students/group members.

Figure 3 highlights some of the problems encountered by the students in the usage of IVLE. About 74% felt that the main problem is the difficulty in understanding certain concepts or principles by just relying on the online lecture notes and discussion forum. They also felt that not all modules are suitable for online instruction, particularly those that require the understanding of technical concepts or principles.

Other problems that the students encountered included the lack of technical support and personal touch. However, these concerns were not unanticipated. In fact right from the start, the part-time programmes are structured such that once in every 3 weeks, face-to-face small group teaching sessions are conducted. Such small-group meetings serve to ameliorate the limitations of online learning.

Conclusion

As online learning comprises a large component of the part-time Bachelor of Building and Bachelor of Real Estate programmes, this survey conducted one year into both programmes is useful in evaluating what students perceive are the benefits of IVLE. In general, online learning has been well received. However, it is essential that online learning must be supplemented with face-to-face sessions so that the students can clarify their doubts and be engaged in classroom discussion with peers and teaching staff. As the School of Building and Real Estate, and NUS at large, continually seeks to enhance the teaching process, we must recognise that while online teaching and learning has much to offer, it can only complement, but not substitute for, face-to-face teaching.