Abstract

This paper presents a study in a UK university that investigated how first‑year (freshman) Information Systems undergraduates perceive learning through courseware containing real‑world erroneous examples derived from their peers and what obstacles had to be overcome to implement effective e‑Learning support for using and creating such courseware. The study finds that students find the courseware very effective in dealing with their personal misconceptions while also providing other secondary pedagogic benefits for both students and lecturers.