conclusions

**6. Conclusions**

This report examined the issues of learner autonomy and online assessment in relation to the module //International Law in Contemporary Society//, and presented recommendations based on that analysis. While technology-enhanced learning, as a discipline, is now well established, what is deemed 'good practice' changes regularly as new technologies, pedagogic approaches, learner expectations and research results emerge. Therefore, the analysis undertaken and recommendations made must be viewed in the context of contemporary views on autonomy and assessment. The importance of continual innovation and self-evaluation, from the perspective of the teacher, cannot be understated in order to gain a greater understanding of learning in Higher Education.

There are many factors that will contribute to the 'success' of an online module or activity, such as the nature of the learners, the teachers, the topic under study and external factors such as the economic climate. There is no guarantee - even if all best practice guidelines are adhered to - that a module will be a success, or that a successful module in one instance will be successful in its next iteration. While there are no //absolute// rules, this case study analysis has attempted to highlight areas for consideration for future improvement, and potential challenges in the course design. It is hoped that this analysis can add further insights into the issues of supporting learner autonomy and designing appropriate and meaningful online assessment, while highlighting the need for ongoing research and evaluation.