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Executive Summary

1 Introduction

2 Context

3 Methodology

4 - 9 Findings, Analysis and Discussion

10 Summary of Findings

11 Discussion of Findings

12 References

13 Case Studies

Acknowledgments & Partners

Case Study Map 

Institution H2

1 Executive Summary

The case study reported on here forms one of a set of twenty case studies conducted as part of the JISC funded project into the impact of networked learning on HE and FE institutions.

Purpose of the study

The main aim of this project is to explore the impact of networked learning on HE and FE institutions based on the experiences and perceptions of key members of staff involved in the development of networked learning. It is intended that this data can then inform a self evaluation and guidance toolkit for policy makers. In addition, it aims to provide a web based data bank of case studies that could be used by institutions involved in developing networked learning.

Context and Participants

Institution H2 is a post 1992 university in Scotland. It is an urban, single campus institution that caters for approximately 12,000 students, across eight schools, offering more than 86 different programmes. Around 2500 modules/units were delivered during 2002 2003 and of these approximately 20% actively used VLEs during that period.

This case study is based on evidence gained from eight interviews with staff in different roles and positions, questionnaire returns from all eight of these people, and significant documentary evidence.

The respondents represented the following roles:

• Academic staff implementing networked learning,
• Quality manager,
• Registry staff responsible for student records,
• Senior management with responsibility for networked learning and academic quality,
• Support staff providing a range of services for academic staff and students engaged in networked learning,
• Technical staff with responsibility for infrastructure support for networked learning.

Institutional development

Networked learning has developed relatively rapidly, starting from a bottom up approach through small groups of individuals, particularly in the Business School, to its present centralised system through gaining the support of senior management on the appointment of the current Principal. Within this centralised system there remains flexibility for individual schools to move at their own pace and within their own strategic framework. The institution is clearly engaged in networked learning: however there were differences of opinion in terms of the extent to which this could be seen as large scale. Student numbers were also mentioned as an important driver for networked learning. Whilst the development has been supported from the top, uptake within the individual schools varies.

The university has an explicit commitment to e learning written into its Learning, Teaching and Assessment Strategy. However, there is no centrally published e learning strategy and this may have contributed to uneven development and uptake of e leaning across the university. A number of major structural changes, including a new network infrastructure, have encouraged the growth of networked learning, and new groups and cross university collaborations have been developed.

Funding was not remarked upon as problematic; and there is evidence of major investment in the provision of new learning centres and an internet café, involving a good deal of external funding.

Infrastructure and support services

It is clear that the infrastructure – both in terms of technology and support to staff – has been affected to a considerable extent by the introduction of networked learning. ICT support has been centralised, and there has been major investment in upgrading the technical infrastructure. Work on integrating the virtual learning environment with other university system including the information systems and the new student portal is ongoing, for example students are now able to register online. However, it would appear that as yet there is some way to go before full integration is achieved.

A range of technical and pedagogical training and support has been put in place to support these networked learning developments. Students are required to take and pass an IT course, and staff have access to a range of workshops to support their use of e learning.

Staffing and collaboration

The evidence provided in this section would suggest that networked learning has had an impact on staff within the institution in terms of developing greater collaboration and opportunities for communication. New roles have been developed within the institution and new members of staff have been employed as a result of this development. Most of the respondents suggested that networked learning had increased the workload across all areas, with the possible exception of administration.

Both positive and negative attitudes were mentioned. The many enthusiastic staff and the ease of use of the Blackboard VLE system were cited as positive aspects. It is interesting to note that the issues of confidence and security were often mentioned, and it was not suggested anywhere that staff were opposed to the use of networked learning. Reasons suggested for the negative attitudes of staff include: the lack of a formal e learning strategy at individual school level, a perceived lack of incentives for staff, and lack of time coupled with an increasing workload.

Networked learning had led to more cross university groups working more closely together, two groups were mentioned in particular as helping to build better relationships – the Blackboard Group and the Rapid Task Force Development Group. Communications were now easier and more effective, mainly because of e mail facilities. There was a more efficient flow of information now because of the portal and Blackboard

Teaching, learning and assessment

The Learning, Teaching and Assessment strategy emphasised the university’s commitment to student centred learning and it was clear that the respondents supported this emphasis. Respondents focused more on students and their learning than on teachers and their teaching, suggesting that the university is taking a more student centred approach.

The questionnaire responses suggested that modes of teaching might be changing, but many of the written comments focussed more on access to information than to pedagogical change.

The respondents did not appear to feel that the teacher’s role was changing as a result networked learning. However, the potential of networked learning for prompting reflection on teaching was noted and issues around pedagogy were at the forefront at least for some of those involved in developing networked learning. Respondents also noted the potential of networked learning in enhancing the support for formative assessment. A new development group was created in order that teams could work together to produce teaching materials and to support staff engaging with e learning.

The potential of the online environment to stimulate discussion and interaction at different levels was noted. More interactive work is going on, and student centred learning is regarded as important although it is not yet universal. Where online discussion is being used it is sometimes linked to assessment. Two respondents pointed out that although the ideal was student centred learning, in reality there was insufficient time for this.

There were suggestions that a blended approach would best suit the focus of the university and the needs of the students.

Quality assurance, monitoring and evaluation

Quality assurance issues were not raised to any extent in the interviews; however, the questionnaire data suggested that some initial evaluations of staff and student take up had occurred. The need to adapt quality assurance procedures to address the requirements of online assessment was also recognised. Quality assurance procedures and the evaluation of the student experience were seen as requiring further development.

Access

Networked learning was seen as considerably increasing the flexibility of access to learning resources and as enabling communication between staff and students. Online registration and new learning centres were seen as increasing flexibility, but there were some concerns expressed about the support provided for remote learners. Access was considered mainly from the viewpoint of the campus based student.

Summary

At the time of the study (2002 03) institution H2 was engaged in large scale networked learning, with a high percentage usage by departments across the institution. This engagement was supported by an institution wide VLE and the ongoing development of an MLE. Although the VLE is centrally supported and e-learning has support from senior management, the majority of respondents viewed the development of networked learning as occurring from the bottom-up.

H5 has been involved in networked learning for about three years; it has an e learning strategy in place as an integral part of its learning and teaching strategy. H2 has made structural changes and appointed champions to support the development of networked learning, and offers some limited support to staff in developing materials but is not perceived as offering incentives to staff to engage in networked learning.

Five aspects of the overall findings for this study: communication; collaboration; overall staff attitudes; evidence of cultural change; and evidence of a more interactive and student centred approach were used to build up an ‘effectiveness score’ for the case study institutions (Brichno, Higgison and Weedon, 2004). The findings have been condensed to encapsulate the main changes (if any) that were noted from the interviews and questionnaires. These summary words were then given a numerical value and these were added together for each institution to produce a total effectiveness score. It must be noted that this is an arbitrary scoring system at the moment and is used only to give an indication of effectiveness. H2 scored a score of four (out of a possible eight) for institutional effectiveness. There was evidence of networked learning being used to support a student centred approach, and some evidence of it being used to support discussion and interaction. Overall the staff appeared to have a balanced attitude towards networked learning, although there was no reference to a changing culture, and strong evidence of increased collaboration and closer working relationships.