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This UK study focused on undergraduate students taking a professional diver training course as part of their degree in 2000/2001. Students worked in collaborative peer groups to develop a planning document for a fictitious diving operation. The scenario was contextualised through multimedia video clips and photographs, supported by hypertext resources. The study aimed to investigate the student experience, and establish the extent to which the approach had supported their learning. 45 students in 18 groups completed the exercise. Results suggested that examination performance was significantly improved in the year where the software was used, and this improvement was confined to that area of the syllabus. However, there were clear indications that the self-managed group approach had diluted the potential quality of the learning experience. Interaction between learner peer groups is important, but accurate feedback and guidance perhaps even more so.