Curtin, Jennifer. (2002). WebCT and Online Tutorials: New Possibilities for Student Interaction. Australian Journal of Educational Technology 18: 110-126.
						The author describes her use of a single WebCT tool, the bulletin board, as a way for students to discuss readings and build community in an upper division course. The author does discuss arguments of positive and negative effects of online learning. The main focus of the article is the positive use of the WebCT bulletin board as a point of interaction for students where they could continue to discuss issues that had been raised, or not, in class. The author definitely promotes the use of the bulletin board function of WebCT, but she does not discuss other features of the program. Basically, it seems that the discussion could occur through any online community, not just WebCT.
						Hutchins, Holly M. (2001). Enhancing the Business Communication Course through WebCT. Business Communication Quarterly. 64.3: 87-94.
						The authors of this article support the integration of WebCT into the Business Communication course as a way to vary the mediums students are able to interact with and the topics instructors are able to organize and integrate into such a short amount of time. Instructor benefits come in the form of the relatively easy learning curve and ability to design online materials without knowledge of web authoring software or HTML. Student interaction with both in-person lectures and online materials showed enhanced student satisfaction with courses verses traditional lectures or purely online or distance courses. WebCT is promoted in this article as one means of integrating technology into the classroom, although the article is not critical of the possibilities or reasoning behind using WebCT in the classroom.
						Kendall, Margaret. (2001). Teaching Online to Campus-based Students: The Experience of Using WebCT for the Community Information Module at Manchester Metropolitan University. Education for Information 19: 325-346.
						This article was created as a result of a grant the author was given by her university to transfer traditional courses to online, WebCT courses. The author describes why WebCT was chosen over other possibilities, including for reasons such as WebCT requires "only minimal technical expertise from both course designers and students" (327). The aims and theory of online courses are discussed particularly related to the ease of accessibility and promotion of community. Many features of WebCT are discussed in a way that promotes using the program for activities such as group chats, bulletin boards and quizzes. There is also clear evidence in the article that there is monitoring of students' use of the program, including time spent logged in, and what they did. The article clearly promotes the use of WebCT in courses, and gives multiple examples of why it should be used. There seem to be no negatives to WebCT according to the author.
						Linder, James R. and Tim H. Murphy. (2001). Student Perceptions of WebCT in a Web-Supported Instructional Environment: Distance Education Technologies for the Classroom. Journal of Applied Communications. 85.4:36-47.

	This article asks the questions of how teaching can be improved through the use of technology. Linder and Murphy are interested in how students perceive the use of technology, WebCT specifically, as it affects their learning. Students had mixed perceptions, while most felt that the online software was helpful in being able to access materials quickly, a portion of the students felt they weren't interacting with it and the software was just a means for transferring information. The author's general conclusions were that many things needed to be considered when using online materials, including how students will access and interact with the materials and that students are not likely to use the community building features of WebCT without instructor guidance.
	Morse, Dean A. (1999). A Study of Student Perspectives on Web-based Learning: WebCT in the Classroom. Internet Research: Electronic Networking Applications and Policy 9: 393-408.
	A survey of student views about WebCT, this article looks at how the software is used in liberal arts courses. Taken from student responses to WebCT managed courses at Creighton University in Nebraska, the article first describes WebCT software and then moves into "the facts and figures," including the five criteria examined for the article. The five criteria are student demographics, student resources for WebCT, student opinions of WebCT, student responses to using the WebCT software in courses, and student recommendations on future use of WebCT. The author does support the use of WebCT in courses but also suggests that more research needs to be done. The article basically concludes that "while WebCT use appears to be a generally positive educational experience, there are signs that in certain areas, there was considerable hesitation to its introduction and use in the classes" (403).