At the University of Birmingham, Information Services, together with the Staff Development Unit and the Learning Development Unit have been working together to set up a number of initiatives to support staff to use WebCT to underpin its learning and teaching strategy within a flexible framework. The framework seeks to invest in developing appropriate skills and training for University staff to ensure that the quality of the content and the communication tools within the WebCT environment are fully exploited to enhance the student learning experience. Developments include the establishment of an e‑Learning module, team based projects from the Learning Development Unit and a WebCT training and support pathway.

The potential of the World Wide Web for rapid global communication is driving the creation of specifically tailored courses for employees, yet few practitioners have the necessary experience in on‑line teaching methods, or in preparing documents for the web. Experience gained in developing six online training modules for the biotechnology and pharmaceutical industry sectors is informing the development by a partnership of academics and practitioners of seven online modules that will meet requirements for continuing professional development in the health sector. This paper highlights lessons for success.

This paper reports on a study to determine if existing technology is adequate for the delivery of quality distance education. The survey sample was 392 respondents from a non‑traditional graduate level. The study included 15 descriptive questions on course assessment and satisfaction. The three hypotheses used Chi‑square to find relationships between interactivity and three other variables: progress, communication mode, and the desire to take another course. Responses showed that taking a distance education course was worthwhile. Findings, recommendations and conclusion are included.

This paper addresses some key design issues in e‑learning, and its integration with knowledge management. The underlying premise is that the purpose of e‑learning is useful knowledge, and that the design of e‑learning should therefore be integrated with the design of related knowledge management — particularly personal knowledge management. e‑learning will be explored using the notion of "distributed learning". Knowledge management will be explored using the notion of "just‑in‑context knowledge", emphasising both the contextual underpinning of knowledge, and its strategic value — that is to say its applied value, and its embeddedness in decision making processes. The potential for distributed learning to optimise shared resources is also explored.

MyGfL which stands for Malaysian Grid for Learning is a One‑Stop‑Center for quality assured online learning content, tools and services with the aim to promote and support the lifelong learning agenda in Malaysia. It is a platform that enables anyone to learn, unlearn and relearn from anywhere at anytime through any web browser so as to accelerate the growth of K‑Society. The main objectives of MyGfL are to enhance discoverability of e‑learning content from heterogeneous sources through the use of metadata, to develop e‑learning standards to ensure conformance and adoption of best practices in e‑learning content and systems, to provide e‑Learning systems and tools to enable and support e‑Learning activities and processes for the purpose of lifelong learning, and also to encourage the sharing and development of localindigenous content. Pilot programs have been conducted at different levels of the Malaysian society where processes and factors involved in implementing e‑learning to the community and observations of societal acceptance of e‑learning were noted. Utilization of MyGfL by the pilot groups has furnished vital information regarding acceptanceperception of use, current standards of computer literacy and skills. This case study will depict the impact of MyGfL with regards to its objectives and public perception towards MyGfL as a platform for lifelong learning.

The "virtual mobility" project was created as part of a joint Canadian and European Commission funded project to explore cross‑cultural clinical curricular developments in the radiation sciences. The aim of the project was to facilitate student learning of the cross‑cultural differences in the delivery of healthcare within the disciplines of diagnostic radiography and radiotherapy. The project was delivered as case study group work, on‑line via the virtual learning environment (VLE) "Blackboard". Upon completion of the project, participants and staff facilitators were encouraged to complete an on‑line questionnaire, which was used to inform future improvements.

It is often stressed that the pedagogic models and approaches of Collaborative Online Learning support a learner's shared knowledge building within collaborating groups of learners, the individual construction of knowledge and the formation of an ongoing learning Community of Practice. Based on a recent case study of a Danish Master's programme, this paper will demonstrate that the emerging collaborative practice displays tendencies contrary to the generally accepted assumptions. The outcome is not only based on the models and their attributes, it is also affected by the emerging practice itself and the interaction among the participants during a course. From this perspective, it is relevant to look at which possibilities and obstacles teachers encounter when they try to detect slowly emerging tendencies that may lead to major misinterpretations of the subject matter and marginalize or even exclude students from participating in the learning Community of Practice. In conclusion, the case study will identify the slowly emerging tendencies that may be detected and observed at an early stage and thus indicate areas in on‑line learning environments that require special attention.

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.