The use of a student time log-book and reflective diary was incorporated into the curriculum of a 'virtual module' as means to support the teaching aim of developing students as independent learners, as evaluative strategy appropriate to the evaluation aim of revealing students' activities and response during the module, and as practical solution to evaluating activity and thought that is distanced and often invisible. Furthermore, with a black box knowledge of student learning, the teacher has little information and understanding needed for their own professional development as teachers or for improving the students' learning experience and outcomes by adjusting course design.
Many evaluators struggle to motivate students to participate in evaluation activities.
The module evaluation was therefore designed as resolution to some of these needs, contradictions and problems. The range of data forms and sources provides context and contrasts through which to assess the outcomes of each method. The major method was a diary and time-log book. Periodic whole group meetings with students about what they had written intended sustained attention and motivation, and conviction that the activity was purposeful and valued by the course team. The evaluative rationale for the diary was as means to access students' intentions, actions, reasoning and perceived experience in studying, on a longitudinal basis and with reference to concrete activity.