This paper discusses the implementation of FirstClass computer conferencing for a second-year undergraduate module over the last six years which has proved challenging for both tutor and student. Asynchronous interaction has aided group collaborative work and the process of the collaboration has been made visible to tutors. Although time-consuming, much has been learned about the process of introducing computer conferencing and what can be expected. Giving students a structure has aided their online discussion and also by dividing them into groups. Emphasis is now on group work rather than the technological aspects of using this type of technology.

The aim of this funded project was to develop an understanding of the needs of both students and their work-based learning mentors in settings where the student is aiming to demonstrate the underpinning principles and theories of integrated practice. By gaining an insight into these needs the project sought to identify key issues that can contribute to appropriate work-based support for student learning in new roles. An additional specific outcome was to identify and develop appropriate resources that would support a critical understanding of the Integrated Children’s Services agenda in practice settings associated with a Foundation Degree (Working with children, young people and their families).