Edinburgh

This paper outlines the development of a shared knowledge-constructing method for tutors to facilitate constructivist learning online. A ‘skeleton curriculum ’ tool is proposed as a means of realizing this method and an initial evaluation to determine what: a) students thought the ease of use of this tool was like compared to a discussion board tool, and b) tutors thought about the quality of student work when using it compared to when using a discussion board is detailed. Students ’ and tutors ’ tool preference is also determined. Results indicate that tutors thought the quality of student work was slightly better when using the skeleton curriculum and that as tutors ’ ratings for the quality of student work when using a skeleton curriculum tended towards being better than when using a discussion board so too did students ’ preference for tool tend towards the skeleton curriculum. This initial evaluation has provided rapid, cost-effective feedback for use in the further development of the skeleton curriculum tool for research purposes