The Swiss project WeBLeap (Web-Based Learning Processes, http:/ita.cnlab.ch/wbl), a national component of the COST 269 action, intended to

• survey web-based learning courses in Switzerland,
• analyse the outcomes of web-based learning for course providers and course participants (learning success);
• develop an instrument to evaluate the outcomes of web-based learning for course providers;
• find facilitators and barriers for successful web-based leaning.
  

The project was financed by the Swiss Department for Education and Sciences, from 2000 to 2004.
Among the main results:
During the project an Internet-based database was created to collect detailed information on 34 Swiss web-based learning courses from a total of more than 150. In Switzerland, web-based learning courses started relatively slowly. In 2004, the majority of courses were still in their pilot phase or had run just once. The course survey shows that in the courses the web-based learning was used to complement what was mainly classroom learning . The Internet component served chiefly to prepare the participants for the classroom lessons. When using the Internet, asynchronous modes were preferred, such as document downloading, electronic exchange via news groups, and automated learning controls. Synchronous modes, such as virtual work groups or virtual classrooms, were not used since the course providers judged the equipment and the technical competences of the participants to be insufficient for these more demanding applications. The major original reasons for introducing web-based learning, to reduce costs and achieve gains in productivity, were therefore not realised as the technology was used instead for creating a better learning environment.
A course evaluation instrument was developed and tested in two case studies. The first one used the Internet to the full, providing online interactive audio and video sessions. The second one was essentially focused on an interactive learning programme. Up to now, the evaluation was usually limited to self-evaluation. However, when creating a new learning tool a more thorough evaluation is crucial for assuring its optimal efficiency and for public accounting. The case studies showed that web-based learning can effectively create an added learning value in comparison to conventional classroom teaching. However, its outcome depended strongly upon organisational, technical, and teaching conditions.
The content of a web-based distance-learning course has to be well-structured and should to be derived from a coherent pedagogical conception in order to be well understood by the student. Internet-based learning can supplement classroom learning but it cannot replace it. The best learning results are obtained if the Internet is well integrated into conventional classroom lessons. Early face-to-face contacts between distance teachers and course participants facilitates virtual exchanges later on and supports learning success. Closed news groups for course participants have to be moderated in order to sustain learning. Autonomous, self-organised learning modules can effectively support learning, especially for students who work or have young children at home. The technology used has to be adapted to the infrastructure and the knowledge of the participants; if not, the technical problems arising from the use of advanced technology can easily de-motivate students. Course participants should have the opportunity to assess their capacity for web-based learning and be well-informed about the peculiarities and the technical conditions of this form of learning before a course starts. In addition, course providers have to be aware that electronic distance-based learning demands heavy financial investments and thorough, time-consuming preparation on side of the course provider.