Engagement Theory, WebCT, and academic writing in Australia

The development of Engagement Theory for technology-based teaching and learning provides guidelines specifically for Information and Communication Technology (ICT). This article is drawn from a case study in which a popular learning management system, WebCT, is used in an academic writing course at the University of Sydney, Australia. The study highlights both the benefits and difficulties of using technology when teaching academic writing and shows how effective Engagement Theory has been in the design, implementation, and outcomes of the website associated with the course. The website enhances the teaching and learning experiences of the students and the lecturer, students participate actively in the unit, interact and collaborate with each other and with the lecturer, and do so within a safe environment. The students also work together on projects that are meaningful and which are directly relevant to their own disciplines. Significantly, the time associated with the development and maintenance of the site was a problem, an issue not addressed by Engagement Theory. Keywords