Course B was implemented according to the ideas of Cognitivism. Therefore, the tasks can be characterised by classical cognitive elements, for instance repeating learning content in different ways, working out parts of the course within a group work or re-structuring the content. This course was divided into two phases: Firstly, three groups coCourse C comprises the idea of constructivistic learning and was realised by simply giving the student groups all materials and the task to create a work about the objectives of the course. In the second phase, the three members of each group had to compare the works of the other groups and evaluate them by
distributing a certain amount of points and reasoning the distribution. Again, the group with the best work received a bonus. The group works were graded by the teacher on basis of the peer reviews.
While the e-learning phase was in process, students were instructed to document certain aspects, such as the effort for learning, a self-assessment on reaching the objectives, and the learning materials used. Furthermore, an unannounced and challenging examination as well as a post-questionnaire had to be carried out in the course of the lecture held after the e-learning experiment. Based on the whole amount of data retrieved from this e-learning experiment, the next section summarises the experiences gained about assessment in the e-learning situation.nsisting of four students each had to work out a part of the overall objectives. In the second phase, the groups were reassembled to four groups with three group members while each group had to restructure the results of the first phase using a WIKI environment. To motivate the groups, the best work of the second phase was awarded with a bonus. To assess the learning process, the results of each phase were graded by the teacher based on the quality and quantity of the students’ work within the group. WIKI enables the reproduction of the student’s part within the group.