Abstract
Academic teachers and designers of teaching materials are likely to need an iterative approach to evaluation where cycles of change, use, data collection and reflection will progressively improve the teaching resource to a point that satisfies its intended role within the curriculum. It is only through several iterative cycles that we appreciate how students relate to a new computer facilitated learning (CFL) teaching resource, and so can refine it to better suit our teaching and learning purpose. This paper reports on two cycles of evaluation conducted on a CD-ROM tutorial, Reflex Control of Blood Pressure, during 2000. The evaluation was undertaken as part of a national ASCILITE and CUTSD project, Learning Centred Evaluation of Computer Facilitated Learning Projects in Higher Education.
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