How does assessment design shape the learning space of a distance course?

What are the consequences of encouraging students to develop an independent learning path through a course? Is the learning space of a course shaped by the type of assessment chosen? How do students interact with feedback? These questions are addressed in a pilot action research study of a postgraduate course in computer assisted language learning offered in a distance delivery mode. The paper details course design underpinned by the view of assessment as a key driver and vehicle of learning, with particular attention to the role of feedback in student learning. The outcomes of this approach are reviewed in the light of the analysis of student submissions, their engagement with feedback on assessment and student perceptions of the course.