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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 H6

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 large scale 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. For the purpose of this project we define networked learning as

Learning in which Information and Communications Technology (ICT) is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources. (Networked Learning in Higher Education Project, 2001)

The findings from this project, along with the case studies, provide a set of recommendations and resources for policy makers and institutions that are involved in developing networked learning and e learning.

Context and Participants

This institution is a large, pre-92 university in England. It caters for approximately 13,000 full-time equivalent students, less than 5% of these are distance learners. The university has six faculties offering more than 200 different programmes; and has a thriving post-graduate programme. International students currently make up 16% of the student population. Around 2100 modules/units were delivered during 2002-2003 and of these approximately 300 actively used VLEs during that period. It is estimated that around 20% of students use VLEs. Out of the 48 departments around 30 used VLEs during that same session.

This case study is based on evidence gained from six face-to-face interviews with staff in different roles and positions, questionnaire returns from four of these members of staff, 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

The interviews, questionnaires and evidence from the institutional documents support the view of an institution that is involved in networked learning. The data also suggests that this development was initially a process driven from the bottom-up by individuals or specific departments. However, this situation has changed with other stakeholders influencing its continued development – these included students, reflecting the changing student population and the greater numbers studying at a distance; external bodies; and increasingly the management within the institution. The development of a Teaching and Learning Strategy and within it an e-learning strategy is seen as a sign that the institution recognises the importance of networked learning. However, also noted and reflected in the University Plan is the importance of research to the institution and the impact this has on the value placed on teaching and learning, the time that staff can afford to devote to teaching and learning and to the development of new ways of learning.

Infrastructure and support services

In the view of the respondents the infrastructure in the institution is sufficiently robust and has improved, and support for staff is available both in terms of technology and staff development. Students are supported in a range of ways and this support is increasingly targeted at those requiring the greatest level of support. The majority of respondents suggested that changes in the infrastructure have been minor; however, this view was not held by the technical staff who see the changes as major. Documentary evidence suggests an increasing emphasis on the technological infrastructure and demonstrates a commitment to ensuring that students are equipped to deal with, and use the technology for teaching and learning and this commitment is noted by the interviewees.

Staffing and collaboration

There is a perception that technology has changed, and is likely to continue changing, the way that people within the institution communicate. There is also the anticipation that the communication between people will become more ‘personalised’ and ‘meaningful’ through the use of technology.

The questionnaire data reflecting the views of three respondents suggest that there has been an increase in staffing and collaboration. Networked learning was seen by some of the respondents as adding to academics workload; however, one member of staff commented on a potential decrease in workload if networked learning was used effectively. This slight conflict in perceptions of the different respondents is also reflected in the questionnaires. The changing balance in nature of work is noted – but only for those engaged in supporting networked learning and those academics engaging with it.

Teaching, learning and assessment

It is clear that some changes were taking place in terms of teaching, learning and assessment. The respondents suggesting that assessment in particular may be affected by networked learning as it encourages reflection on the assessment process. The questionnaire data support these views but do not emphasise the assessment process to the same extent. It is also noteworthy that the impact was seen as being limited to certain areas of the institution as the implementation of networked learning varied across the institution. Where networked learning is occurring it is seen as having an impact on the learning process in terms of ‘added value’ and the ability to encourage more student centred learning.

Quality assurance, monitoring and evaluation

No major changes to the quality assurance procedures were identified as a result of the development of networked learning. This view is supported by the questionnaire data. The main impact is seen as having fallen on the development of learning materials and assessment procedures but this had not yet, impacted on the actual quality monitoring procedures.

Access

Both interview and questionnaire data support the view that networked learning in its broadest sense is recognised by some of the participants as a vehicle for widening participation. The access to computers is seen as a potential problem; however, the institution has dealt with this to a limited extent by making some equipment available to a small number of students. The flexibility afforded by networked learning is also noted by several of the respondents and this is seen as particularly important in terms of supporting students who are not on site.

Summary

At the time of this study 2002-03, institution H6 was partially engaged in large-scale networked learning, with a high percentage of usage across departments but not yet a large usage by students. 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 this development as being driven from the bottom-up.

H6 had been involved in networked learning for about five years; it has a separate e learning strategy in place; it has appointed e-learning champions to support the development of networked learning; and it offers incentives to staff who engage in networked learning. However H6 has not made any structural changes to support the development of networked learning and it provides very limited support to staff in developing online learning materials through a central unit.

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 a profile of the case study institutions. Networked learning appeared to have had an impact on two of these aspects in institution H6. There was evidence to suggest that networked learning was being used to support a more interactive student centred approach with some evidence to show that it was being used to support discussion and interaction. Overall the staff appeared to have slightly negative attitude towards networked learning, although there was evidence of increased collaboration.