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This paper discusses the use and assessment of three teaching tools (WebCT, Mindtrail, and EVE) in a postgraduate course. Firstly, the postgraduate course is introduced and the reader is provided with an overview of the course, Information Systems Auditing, an explanation of the manner in which the course was delivered, the cohort attending, the staff teaching the course, and the use of information Technology (IT) in the course. The paper then provides an overview of each of the tools used including their description, rationale, deployment and use in the course. Web CT assisted with supporting delivery of the course and class discussions, Mindtrail helped in the marking and assessment of student assignments, while EVE assisted in the identification and control of plagiarism by students in their assignments. Following descriptions of the use of these tools in the course, an assessment was carried out as to their usefulness, from both an academic staff and student perspective. Students’ perspectives were gathered by use of a questionnaire at the end of the course. The overall impression of WebCT was that it was a worthwhile tool to support the course and will be used in future courses. Mindtrail was adopted to improve both the assignment marking quality and the feedback given to students and we found that the explicit construction of the knowledge tree (marking guide) assisted in focusing on the important issues of the assignment and thus provided a more ‘objective’ marking process. EVE analyses documents for plagiarism and was adopted as a deterrent in the major assignment. The lecturers’ believe that its use was most worthwhile and demonstrated the academic staff’s seriousness about stopping plagiarism. A number of deficiencies identified with the tools and recommendations for its their improvement are also presented. An analysis of students’ perceptions of the three tools revealed that WebCT was rated greater than ‘moderately useful’ and those students who had a high WebCT access rate, perceived that WebCT was more useful than students in a lower access rate category. Students also found WebCT easy to use, and improved communications between students and instructors during the course. Similarly, Mindtrail was perceived as greater than ‘moderately useful’ by the students and contained ‘moderately detailed’ feedback on their major assignments. EVE similarly was perceived as ‘moderately useful’ by the students, provided ‘moderately detailed’ feedback to students, and students believed that is was a good idea to prevent/control plagiarism. Overall both the students and the academic staff perceived the three tools as being useful to the completion and running of the course, and the results provide a solid base for the continued use of these tools.

The Introduction and Assessment of Three Teaching Tools (WebCT, Mindtrail, EVE) into a Post Graduate Course