Many current digital Information Communications Technologies (ICTs), including the web, have become integral tools in the pedagogical process. Four main features of modern digital ICTs make them stand out as very useful educational tools. These are integration of multimedia, flexibility of use, connectivity, and interactivity (Blurton 1999). This paper focuses on interactivity. Drawing from three years of web-based design of linguistics courses at the University of Hong Kong, it is argued that enhanced interactivity is the single most important reason why university teachers should practise web-based teaching alongside traditional face-to-face classroom teaching. Interactivity has been the subject of much discussion in constructivist approaches to teaching and learning which rely on more active participation in the learning situation on the part of the learner (Daniel and Marquis (1983), Moore (1992), Wagner (1994), Markwood and Johnstone (1994), Barnard (1995), Parker (1999) and Brogan (1999). A novel notion of conversational learning community as a kind constructivist learning environment is introduced. It is shown that instructional interactivity, defined as active communication in a conversational learning community between instructor(s), learners, course materials, and links to remote experts and resources, is a central aspect of the learning situation. This conceptualisation has important consequences for course design and delivery. We interpret our web-based course design, using WebCT, as a practical implementation of this new notion of conversational learning community. Main features of the WebCT that highlight this central notion of interactivity are outlined. It is concluded that web-based teaching actually enhances interactivity both within and beyond the classroom setting.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon
