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This paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The level of learning achieved by respondents is analysed using Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy. With judicious use of a 'pooling knowledge stage', and provided that students are fully aware of the desired learning outcomes, the findings suggest that WebQuests do have the potential to promote high-order learning. The paper concludes by suggesting the need for further research into the potential of WebQuests to promote high-order learning within different disciplines in higher education. Research issueOne important aspect of developing the use of information and communication technology (ICT) to promote learning is the growing use of the Internet as an educational resource. However, studies suggest (Gibson & Oberg, 2004; Office for Standards in Education, 2004) that despite an increasingly ICT-literate workforce, many teachers are not yet using the Internet to its maximum potential, particularly with regard to enhancing student learning through collaboration, creation and dissemination activities. Also, time on task can be put in jeopardy through use of the Internet.

T he supply and retention of teachers continue to present challenges for the UK government in its drive to raise standards and attainment in schools. The number of entrants to secondary undergraduate and postgraduate courses of initial teacher training in 1996-97 was 15 per cent below the government's target, and in 1998-99 the shortfall increased to 24 per cent (Whitehead and Postlethwaite, 2002). A similar picture of declining recruitment to primary initial teacher training courses has been reported by Thornton et al. (2002). In order to encourage increased recruitment to courses of initial teacher training the government has created recruitment incentives such as training bursaries and 'golden hellos' and it has also expanded more flexible routes into teaching, such as the Graduate Teacher Programme. Despite these steps, a recent White Paper, Schools achieving Success (DfES, 2001), acknowledges that there remain shortages of competent teachers in some parts of the country and in some subjects. The scale of shortages is further exemplified by a report that there were over 10,000 vacancies for teaching staff in maintained secondary schools in England and Wales (DfEE, 2000). Notwithstanding the importance of an adequate supply of recruits to programmes of initial teacher training, coupled with successful course completions and subsequent entry into the profession, the retention of qualified and serving teachers also presents challenges for education employers. Without a committed and experienced teaching work force, aspirations to raise standards and establish a world-class education service are in danger of faltering. At present almost one in ten registered teachers in service is a supply teacher. Although supply teachers can be helpful in supplementing staff in schools with teacher shortages, it is acknowledged that they are likely to be teaching outside their expertise (Adams, 2003). The seeds of non-retention within the profession are sown at an early stage. In a study of students who had been successfully recruited to primary initial teacher education courses, Thornton et al. (2002) showed students held deep concerns about their subsequent pay, work load, media image, status, hours, paperwork and stress. Visions of low status, demotivation and worsening retention of serving teachers are likely to present a discouraging image to those who are considering entering the profession. Dean

Background/aim This case study describes the adaptation of the UK-developed Bridges stroke self-management programme (Bridges SMP) into a version relevant and acceptable to the New Zealand (NZ) context. Methods Stakeholder consultation and qualitative methodology explored the acceptability and relevance of the Bridges SMP in NZ. Focus group discussions were held with stroke survivors (n=60) and neurorehabilitation therapists (n= 17). Semi-structured interviews were conducted with 22 stroke survivors. Based on data gathered the authors culturally and contextually adapted the accompanying Bridges SMP workbook. This study piloted the adapted programme with six stroke survivors and used semi-structured interviews to explore their perceptions of it. Findings The Bridges SMP was considered acceptable and beneficial for developing skills to self-manage recovery following stroke. The main recommended adaptation was the inclusion of NZ stories into the accompanying workbook. Four themes reflected the six pilot study participants' perceptions of the programme: you are not alone, reflection and taking action, life continues after stroke, and taking responsibility. Conclusions The Bridges SMP was considered relevant and only required moderate adaptation for use in NZ. The process the authors undertook to contextualise Bridges SMP for NZ will provide guidance to the programme's introduction into other international regions.

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