ABSTRACT
Teachers at the University of Glasgow overcame a range of impediments to convert a two-year mathematics course from traditional lectures to student-centred, tutor-supported computer-assisted flexible learning. Formative evaluation of the course in 1994–95 resulted in some adaptation during that year, and further adaptation in 1995–96. The course now provides better learning at lower cost. This case study illustrates many conclusions on how to make social and technological changes towards the use of Information Technology (IT) in teaching and learning.
