9 Impact on access to learning

This section reports on the findings relating to the impact of networked learning on access to learning.

9.3 Discussion

There is evidence that networked learning has improved the flexibility of access to learning and that students appreciate this. A number of institutions have increased, or are currently increasing, access to online learning by developing learning resource centres and remote access points, for example in community outreach centres and local libraries, as well as extending the opening hours of these facilities. Linking this impact to the data on teaching and learning (Section 7) it appears that the main impact of networked learning is to have increased access to resources on a more flexible basis than previously available. More resources are now accessible online, 24 hours a day from a wide range of locations. There is also a suggestion that widening participation is being achieved through the use of networked learning, but the extent to which it reaches those learners that are traditionally the least likely to engage with learning is not clear. There is some suggestion that low levels of IT literacy, lack of access to computers and lack of face-to-face support may act as barriers for the most difficult to reach learners. Disability issues are noted by the majority of institutions; however, there seem to be some differences in approaches here and the extent to which they can cater for the full range of disabled students is not clear, especially those in the growing category of dyslexia.