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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 
 

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Institution H3

10 Impact of networked learning on access

This university clearly places emphasis on improving equality of access to online provision. However the respondents said little about widening participation.

Flexible access

All of the documents reviewed indicate that flexible access is seen as vital to the aims of widening participation, and there has clearly been a lot of investment in providing this via the upgraded learning centres with extended opening hours, the networking of all the student residences, and the provision of computers to students via a leasing service. These changes are explained by this extract from one interview.

So we’ve addressed that accessibility issue… We’ve introduced 24 hour opening, which we’ve piloted it over the last 12 months. We are extending 24 hour opening over the coming academic year … I fully expect that there will be a time during the week, certainly in term times when we will be open 24 hours… What we recognized 12 months ago was actually that our students in our student residences were disadvantaged because they didn’t have network access within the residencies with one or two minor exceptions. Whereas people living in parental homes or privately rented homes had the option of putting a telephone line in and we wanted to address that and the approach that we took was to put networking in all of our residences … so, with the exception of one very small residency which is shortly going to close, all of our student residences now have network availability. They have to pay for it… by a pay as you go scratch card … so we’ve recognized that and feel we have stopped that particular inequality. We have also worked with the student union, to [help them] provide PCs and lap tops to students. The student union were quite keen to get into that, they saw it as a service that they could offer and so they partnered with a local company that leases PCs and lap tops to students. (H3I5A)

Widening participation

The respondents said little about widening participation in their responses to the questionnaire or in interview, despite this being a major aim in the university strategy documents. Rather the focus appeared to be on how to ensure provision for students off campus. Remote access and work based students are also being considered.

Well the facility is web enabled and it is accessible externally so any place that has an internet connection can get in and use the service. Whether that be an internet café or a PC at home that has got internet connection. So it is enabled so that anyone from anywhere can access it, the only limitation is you need a browser. (H3I5B)

In terms of the student learning experience I think if the government continues it’s policy of integrated work based learning for the vast majority of the population, there will be more people who need to access learning from home and from the work place and therefore we have to get better at producing distributed learning and network learning (H3I6)

Disability

The growth of networked learning has allowed disabled students to access learning materials more easily, but has not driven the production of appropriate material. However legislation has probably extended awareness of the requirements for all materials to be ‘accessible’.

Obviously we have a unit that focuses on disabled students and their requirements. I think the SENDA act has probably focussed people's minds a lot, so I suspect its the act that's been the driver, that's not to say there weren't lots of work going on to make sure things were accessible but I think that has probably focused peoples mind to what's needed online. (H3I3)

I think our strategy on inclusion has made references to networked learning so for example one of the things we have done is to issue guidance to staff on the various services we can offer both to peer review materials, … but also to do media conversion so what we are saying is if you’ve got, for example print documents which you might be delivering by the VLE to students, first of all consider doing it in this format because it’s more helpful… if you want a large print version, if you want a Braille version this is the way you go about getting one. (H3I4)

Summary

There has been a considerable investment in providing flexible access for students but little was said specifically about widening participation other than in the documentary evidence. The focus appeared to be on how to ensure provision for students on and off campus. Issues in relation to disabled students and the way that technology could support these students were also noted.