This study explores how an online integrated learning environment (ILE) to cater for individual learning differences is used by teachers in two primary schools in Hong Kong. The findings reveal a positive change in both perception and pedagogy of the participants. The results indicate that scaffolding activities led to an enhanced ability to engage in independent learning. Principals and teachers were prepared to alter systemic structures to support the use of the ILE. During the 3-year period teachers developed coping strategies which led to ICT-enriched learning, provision of extended learning opportunities and development of study units for online delivery. Evidence also suggests that adoption of the ILE allowed teachers to pay fresh attention to the need to engage students, to respond to them properly and efficiently and to ensure that at each step of the way the students fully understand the work they are doing and that the work set is at an appropriate level.
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http://dx.doi.org/10.1080/09523980500237807]

This retrospective study presents a comparison of assessment results achieved by distance-learning students and classroom-based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom-based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) undertook their studies by means of conventional classroom-based education, the second (in Hong Kong) by supported distance learning with face-to-face contact in the form of tutorials, and the third (in a geographically dispersed group in the United Kingdom and other countries) by supported distance learning with no face-to-face contact. The results obtained by these three groups of students were analysed. Because of the differences in the size of the groups, the Kruskal- Wallis 1- Way Anova test was applied to validate the face value findings. The authors include findings from the literature comparing distance education with conventional education and from cross-cultural studies to present their data in context. Analysis of the assessment results showed that students from all three groups were successful in their studies, but the students studying by distance learning obtained significantly higher end-of-module results than their classroom-based colleagues. This latter finding reflects the conclusion that other investigators have reached In their discussion the authors identify educational, cultural and personal factors that may help to explain their findings. A limitation in the study is that it concerns only one module in the degree programme. The research now moves on to comparing students who have undertaken the whole degree programme by the means described.
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