Abstract
Observations of students taking a graduate online core class showed significant variability in their use of the online courseware, rudimentally measured as courseware access days and number of tutorials viewed, and lower than expected grades. It was theorised that usage of the online courseware was a measure of individual student effort and a cause of the lower grades. This research attempted to motivate better student effort by capturing multi-dimensional measures of courseware usage and providing real-time effort-related feedback. Experiments conducted over two semesters showed significant improvements in the usage of online courseware components, course evaluation scores, and student grade averages.
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