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The move from traditional paper-based distance education subject materials to those of information and communication technologies (ICT) has increased the ways in which students can engage with their lecturers, peers and the unit materials. In this paper, strategies for enhancing print-based learning resources are discussed. These include concept mapping by which the conceptual structure of a unit can be articulated, and online communication that can enhance the interactions between students and teachers. A review of student responses to concept mapping indicates a general acceptance of the tool, with comparisons of assessment grades between successive years of students suggesting an improvement for students who were exposed to concept mapping in conjunction with online communication. The study highlights several curriculum issues that need further work. (Contains 21 references, 2 tables, and 2 figures.) (Author)

This paper reports the results of a study of the development of an innovative learning element designed to be implemented in a computer-facilitated learning (CFL) module. The learning element is an open-ended, short answer, text question tool (TQT) designed to be used in World Wide Web-based courses or incorporated into hybrid Web/CD-ROM systems. The TQT object facilitates the development of extended question-and-answer problems which overcome the limitations of multiple choice question format. The TQT facilitates an iterative approach to developing student knowledge constructions. The examples provided in this paper relate to questions developed for the Department of Anatomy, Faculty of Medicine at the University of Melbourne (Australia). However, it is stressed that the TQT is applicable to many other academic disciplines with similar needs to develop student understanding of specific content domains. Topics addressed include functional aspects of the TQT, the TQT and student learning, and current development and evaluation. Three figures illustrate the structural view of the TQT, a functional view of the TQT object, and the prototype of the TQT; one table presents an example proforma for anatomy questions. (Author/DLS)

This paper reports on a project involving the development and formative evaluation of an interactive World Wide Web-based learning tool. The interactive graphing tool (IGT) permits students to sketch a graph on screen using a mouse and responds to a wide range of common graph types. The IGT facilitates an iterative approach to understanding graphical representations of knowledge by actively involving students in the construction of these representations and multiple modes of feedback. The examples provided in this paper relate to reaction kinetics and chemical equilibrium in undergraduate chemistry. However, the graphing tool is applicable to many other academic disciplines with similar needs to foster the development of student understanding of graphical representation of knowledge. Topics discussed include: the design of the IGT, including the IGT and student learning and the IGT structure; formative evaluation of the IGT, including goals of formative evaluation, methodology, the modules, student formative evaluation results, formative evaluations from academic staff, and problems and solutions; and future directions. Two figures illustrate the default curves for the IGT and the screen capture of the prototype IGT. (Author/DLS)