Using concept maps to improve the quality of learning law at a distance Gayani Samarawickrema and Jennifer O'Reilly Monash University Abstract: Concept maps have been used in many disciplines (Kremer & Gains, 1996) to structure information and express relationships between them. Their holistic approach, with multiple pathways through the learning resource making relationships and linkages between topics and subtopics obvious, has contributed to a meaningful learning experience. This chapter outlines the formative evaluation of two hypermedia concept maps developed to enhance the quality of the learning experience in a first year undergraduate business law course. Two concept maps developed together with supporting multimedia resources were trialled on the learners. Feedback was also obtained from technical staff. The formative evaluation phase discussed in this chapter was designed to assess and control the quality of resources developed and to use as a basis for future materials development. Key words: concept maps, learning experience, undergraduate business law, quality 1. USING CONCEPT MAPS TO TEACH In considering quality within education, the focus has shifted from teaching to learning, and especially to the quality of the learning experience. In contrast to the earlier behaviourist view of teaching as transferring knowledge, cognitive scientists view learners as processors of information who employ different strategies to remember and use information (Weinstein & Macdonald, 1986). Quality learning experiences should be engaging and provide learners with opportunities that assist them to organize, acquire and remember in order to utilize and build on that knowledge. Research has indicated that The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35700-3_33 © IFIP International Federation for Information Processing 2003 G. Davies et al. (eds.), Quality Education @ a Distance