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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 H4

1 Executive Summary

The case study reported on here forms one element in a set of twenty studies conducted as part of the JISC funded INLEI study into the impact of networked learning on FE and HE 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 H4 is a multi campus, pre 1992 University in Northern Ireland. During the 2002 2003 academic year student numbers were just over 17,000 full time equivalent with 600 of these being distance learning students. the institution delivered around 3800 modules, of these around 250 actively used the VLE, and all five faculties of the university actively used the VLE. The institution has a written strategy for the development of networked learning.

This case study is based on evidence gained from seven interviews with staff in different roles and positions, questionnaire returns from all seven 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

There is considerable evidence that the institution seeks to actively engage in the use of technology to support learning and teaching. Networked learning appears to be quite large scale but there is further expansion to come. Historically, the introduction of networked learning began with enthusiastic individuals and faculties and later, with the creation of the Institute of Lifelong Learning, and the involvement of the Director of Lifelong Learning, the initiative became centralised and standardised.

The main drivers were probably a desire to increase student numbers and revenue by broadening the pool of potential learners and offering more flexible provision. The other main drive came from central and senior management, and from the university’s e Learning Strategy.

The development of networked learning appears to have been carefully planned: there was a clear timescale for introduction of modules via the new virtual learning environment (VLE), and the provision of incentives for staff to use and develop networked learning may have helped the university to move towards more large scale activity. Some administrative systems, including online application, registration and payment systems, were already in place to support networked learning. There have also been some major structural changes; the new Institute of Lifelong Learning has some overall management responsibilities, and a new central e learning unit has been created. There is also a new e Learning sub committee, which reports to the Teaching and Learning committee.

Infrastructure and support services

Systems have been introduced to reduce the risk of network failure, technology has been standardised, and secure systems are being implemented. The university appears to be well on the way to achieving full interoperability of all its systems and the development of a MLE. One aspect that is seen as particularly valuable by the university is the integration of the library services with the VLE. A great deal had been invested in providing an extensive range of PCs and other hardware. There have been major changes in the Learning Resource Centre (LRC), particularly the integration of the online resources within the VLE.

The university regards staff development as very important and has put considerable resource into its provision. In addition to staff development, learning technologists are available to work with academics to help them develop effective and appropriate online materials.

Online induction packages are available for all students to use on a voluntary basis, and include an introduction to basic IT skills, use of the VLE and LRC resources. These inductions appear to have been taken up by the majority of students and to have reduced the need for help desk support.

Staffing and collaboration

There have been considerable changes in the nature of work for some staff, particularly academic, support and technical staff. It was suggested that for academics and library staff there has been a shift towards facilitation, while in technical areas there has been reorganisation and some redeployment of staff. Changes in Registry have been limited because online administrative systems were already in place.

A number of new posts have been created and new staff recruited. Four learning technology teams have been created comprising a learning technologist, web designer, graphic artist and development officers; new administrative posts have been created to support programmes; and a new pastoral support system for students has been introduced where postgraduate students act as mentors to undergraduate students. Also, due to the increase in student recruitment, new academic posts have been created.

Support and technical staff workloads may have increased significantly but academic and administrative staff workloads have not changed much, although one respondent suggested that there might be a shift in the timing of the academic workload.

There has been a shift from earlier negative attitudes to the current position where the majority of people appear to be much more comfortable with networked learning. Overall, respondents spoke more about positive change than about negative attitudes and the sympathetic support from senior staff probably has a lot to do with this.

All agreed that the growth of networked learning has led to more interactions between staff from different departments, between staff and students, and amongst students themselves. Communications appear to have improved as a result of e mail and online communication via the VLE, although its use for teaching still appears to be in the early stages of development.

Teaching, learning and assessment

Networked learning has provided an opportunity to reflect anew on the curriculum and the methods of delivery, and the introduction of learning technologists has allowed for the production of some very high quality online learning materials.

Some formative assessment now takes place online, possibly enabling more effective identification of students at risk of falling behind.

Staff suggested that students feel positive about using networked learning that they are able to revisit materials at any time and there is an increase in collaborative activity.

Quality assurance, monitoring and evaluation

There have been some minor changes in quality assurance procedures, but there are plans for future changes to ensure the quality of e learning courses. Technology has been standardised and there have been major changes in both hardware and software to enable integration of systems. Monitoring and evaluation of staff take up and experiences appear to occur on a regular basis but so far only some initial evaluations have been made of student experiences although future developments are planned.

Access

The university mission statement indicates a strong commitment to flexible and accessible courses, and there was good deal of discussion of access in terms of flexibility of access, provision for disabled students and widening participation. Two particular aspects of access were discussed, online registration and remote access for the wider community through access courses at FE colleges and local libraries. There is special provision for students with disabilities and all the new online material was checked to ensure its accessibility. Widening participation is an important commitment for the university, and efforts have been made to use networked learning in support of this commitment.

Summary

At the time of this study institution H4 was engaged in large scale networked learning, with a high percentage of usage in departments across the institution although this uptake is slightly lower if measured in terms of usage by students. This engagement was supported by an institution wide VLE and a well developed MLE. Although the VLE was centrally supported and e learning had support from senior management, the majority of respondents viewed the development of networked learning as being bottom up.

H4 has been involved in networked learning for around four years; it has a separate e-learning strategy in place and offers incentives to staff who engage in networked learning. H4 has made structural changes and appointed champions to support the development of networked learning, and has a central unit that supports the development of materials.

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. H4 scored four (out of a possible eight) for institutional effectiveness. There was evidence of networked learning being used to support a discussion and interaction and increase collaboration although there was little evidence from the study of it being used to promote a more student centred approach. Overall the staff appeared to have a positive attitude towards networked learning, although there were no references to indicate a changing culture as a result of networked learning.