Katie Herson
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Katie Herson has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- Andrew W. Lloyd
School of Pharmacy and Biomolecular Sciences, University of Brighton, Moulsecoomb, Brighton BN2 4GJ, UK
2 shared publications M. H. Sosabowski
School of Pharmacy and Biomolecular Sciences, University of Brighton
1 shared publication- Michael H Sosabowski
School of Pharmacy and Biomolecular Sciences, University of Brighton, Cockcroft Building, Moulsecoomb, Brighton BN2 4GJ, UK. E‐mail:;
1 shared publication
Latest Publications
- 25 December 1999
- Published by Wiley in Journal of Computer Assisted Learning
- Vol. 15 (4) , 269-278
Intranet‐based learning:a one‐year study of student utilisation
In Higher Education in the UK, there have been marked developments of network technologies and increased demand for assessed quality in teaching and learning. At the School of Pharmacy and Biomolecular Sciences, University of Brighton, an Intranet learning resource has been implemented to meet the quality of service requirements and exploit these technologies. This paper reports on the undergraduate utilisation and evaluation of this resource over a one‐year induction period. Staff‐ and student‐based hurdles are identified; these include confidentiality, peer‐scrutiny, indolence and IT competence issues. Solutions to these problems, many of which are training‐based, are proposed.
- 25 December 1999
- Published by Wiley in Journal of Computer Assisted Learning
- Vol. 15 (4) , 269-278
Intranet‐based learning:a one‐year study of student utilisation
In Higher Education in the UK, there have been marked developments of network technologies and increased demand for assessed quality in teaching and learning. At the School of Pharmacy and Biomolecular Sciences, University of Brighton, an Intranet learning resource has been implemented to meet the quality of service requirements and exploit these technologies. This paper reports on the undergraduate utilisation and evaluation of this resource over a one‐year induction period. Staff‐ and student‐based hurdles are identified; these include confidentiality, peer‐scrutiny, indolence and IT competence issues. Solutions to these problems, many of which are training‐based, are proposed.
- 1 January 1999
- Published by Wiley in British Journal of Educational Technology
- Vol. 30 (1) , 61-64
Hurdles to successful implementation of “Learning Trees”
- 1 January 1999
- Published by Wiley in British Journal of Educational Technology
- Vol. 30 (1) , 61-64
Hurdles to successful implementation of “Learning Trees”