This section reports on the findings relating to the impact of
networked learning on access to learning.
There was a suggestion that networked learning was having an impact
on widening participation; although its impact in this area was
not perceived to be as strong as on flexible access. Several respondents
commented that this was an important area for their institutions
but specific examples were not provided. Institutions H1 to H4
could be seen as falling into this category and two institutions,
H7 and H8, did not comment on widening participation. H9 and H10
felt that networked learning had not directly affected their widening
participation strategy because this was already part of the institution’s
mission. The remaining two HE institutions (H5 and H6) mentioned
some specific examples where networked learning was supporting
widening participation, one in relation to work with ethnic minority
women and work-based groups and the other in relation to working
with schools in widening participation areas.
There is a suggestion of differences between FE
and HE in relation to widening participation. A number of FE colleges
(5) noted that
an increase in community outreach centres that use networked
learning has enabled widening participation through these centres.
An interesting
comment from one participant was that accessing learning in a
smaller community centre was less daunting than having to go to
the much
larger college. There was also a general comment that new learners
had been accessed using networked learning.
It is worth noting though that there are some mixed
feelings in terms of the role of networked learning in widening
participation.
A small number of respondents felt that low levels of IT literacy
and access to computers may in fact act as a barrier for those
least inclined to get involved with post-16 education. Evidence
from one of the case studies also suggested that face-to-face
contact
may be of particular importance to this kind of learner and
that therefore networked learning may not provide the support required.
| CS |
Evidence for widening participation |
| H1 |
Two respondents noted limited work in this area. |
| H2 |
Limited mention by two respondents; flexibility emphasised
more than widening participation. |
| H3 |
Two respondents noted this and its high profile in the mission
statement - definite moves towards this were mentioned. |
| H4 |
Three respondents stated that this had a high profile in
the institution's mission statement and that resources were
allocated for this purpose. |
| H5 |
Two respondents mentioned work with community gro9ups, ethnic
minority women and work-based courses. |
| H6 |
Access to free laptop for limited number; one respondent
described special links with widening participation schools. |
| H7 |
One respondent mentions it briefly as helping widening participation
students, as access is more flexible. |
| H8 |
One respondent felt that networked learning would help the
institution to address the widening participation agenda; a
second respondent questioned whether it would be helpful in
this area. |
| H9 |
Four respondents mentioned widening participation but questioned
whether networked learning would help to widen participation.
Access to computers and poor IT literacy were cited as barriers. |
| H10 |
One respondent stated it had always aimed at widening access
and e-learning has allowed for that. |
| F1 |
Three noted that the use of community outreach programmes
and access courses help to widen participation. |
| F2 |
Four respondents noted that community outreach programmes
and access courses, have addressed widening participation agenda;
deprived urban area. |
| F3 |
Seven respondents noted that community outreach and access
programmes, rural outreach, addresses widening participation
agenda; deprived rural community. |
| F4 |
Three respondents noted importance of widening participation
for college. Remote learners have increased because of networked
learning, especially local factory workers and female workers. |
| F5 |
Major college commitment to widening participation and four
respondents commented on the role of networked learning in
helping to widen participation, especially through work-based
learning. |
| F6 |
One respondent noted that networked learning allows for access
to new ways of working for special needs students. |
| F7 |
Two respondents felt that it had had a considerable impact
on widening access - especially in terms of provision of community
centre based learning |
| F8 |
Three respondents stated that community centre learning offers
opportunities that are less intimidating than college. |
| F9 |
One respondent felt that laptop available on loan might widen
participation. One respondent noted that it had brought in
new learners. |
| F10 |
One respondent felt that it had widened access; a second
respondent felt that this was mainly referred to geographical
access and did not address the widening participation agenda
fully. |
| CS |
Evidence suggesting lack of impact on widening participation |
| H8 |
Not on its own - because institution already widening participation
institution - but VLE can help in terms of improving flexibility. |
| H9 |
Two suggested it was problematic because of cost of computer
and lack of IT literacy. |
| F7 |
One respondent questioned whether networked learning (as
a way of learning) helps to widen participation. |
| F8 |
Two respondents felt that networked learning and remote delivery
may impede non-traditional learners engagement with learning. |
| F9 |
Two respondents noted that access to computers for low income
families might be a barrier. |
| F10 |
One respondent noted that it was mainly geographical widening
participation |
Figure 9-3: Lack of impact of
networked learning on widening participation
