1. Pilot Phase Results

2. Research to date  College A Course 1  Digital Library Course 2  Online learning activities  College B Course 3  Concept Mapping

3. Course 1 Digital Library  16 questionnaires (47% of the 34 students)  15 used the DL 5+ times  7 (44%) found it very useful  Most helpful aspects Bibliography/refs (69%) Maps (56%) Photos/data (25%)  10 (63%) suggested changes

4. Course 2 Online learning activities  27 evaluation forms (82% of the 33 students)  Charted the responses to Q’s such as “The online material was easy to understand”

5. Coded responses on a Likert scale (1=strongly disagree to 5=strongly agree) Coded responses on a Likert scale (1=strongly disagree to 5=strongly agree) Strongest +ve responses (mean 4.3) to questions about structure, ease of navigation, the use of relevant, real-world resources Strongest +ve responses (mean 4.3) to questions about structure, ease of navigation, the use of relevant, real-world resources Strongest –ve response (mean 2.8) to Q8 Strongest –ve response (mean 2.8) to Q8 “I thought this was better than having a course based on lectures & conventional computer practicals” Course 2 Online learning activities

6.  15 responses on best aspects  9 on worst aspects  22 students also took part in a focus group Tendency to “dip in & out” Reading list used more than linked articles/journals  This confirmed my observation of students completing one activity

7. Course 3 Concept Mapping  167 students  90% completed the Flash-based cMap  worth 15% of student’s final grade  average score greater than other exams in the course  in one-to-one interviews student opinions varied greatly

8. Course 3 Concept Mapping  Based on observation and interviews basic functionality is “reasonably sound“ semantics & student expectation management are top priorities for improvement