Antecedentes de la herramienta del perfil de la propuesta

Although the students in this study did not use the online learning environment in all the ways intended they did perceive the environment to be a valuable resource. Yet from an instructional perspective they were arguably not using the it in the most effective ways, and in part this can be explained by the lack of explicit guidance provided to the students, many of whom were new to learning online. However, while it is likely this would have helped to improve the ways in which the environment was used, ultimately it should be recognised that the expectations of tutors are often different from the requirements of the students.

It is felt that the lessons learned from reflecting on the evaluation of this programme may have some practical worth for those involved in the delivery of online courses, and who wish to increase the likelihood of all students in a course utilising an online environment as effectively as possible.

When developing an online learning environment, it is important to:

consider the likely educational experiences of students, particularly in relation to online learning, to identify the kinds of online learning support required;

give explicit instructional guidance, within the environment itself, on the purpose of aspects of the environment and how to operate them, including specific guidance on how to study course material via non-linear hypertexts;

include appropriate supportive visual and interactive multimedia to increase potential opportunities for enhanced learning and transferable knowledge; provide self-assessment tools and materials to allow students to test their understanding and reflect on the effectiveness of their learning;

ensure there is a purpose, in the form of clearly communicated tasks or activities, for students to participate in online discussion.

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