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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

4 Context

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 about 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.

Documentary evidence

Four main documents were consulted: the University Plan; the Communications and Information Technology Strategy; the Learning, Teaching and Assessment Strategy; and the Strategy for Widening Participation. In addition, a number of publicly available documents were consulted.

The University Plan notes that the institution is committed to excellence in learning and teaching underpinned by a strong, internationally recognised research base.

The plan also states that the institution in its broadest sense is a ‘managed learning environment’. The plan further explains that communication and information technology plays a central role in integrating academic, administrative and strategic information. The main focus of the Communications and Information Technology Strategy is on infrastructure both in terms of technology and support for using this technology. It demonstrates a clear commitment to development of a technological infrastructure and recognises the need for this to be mainly centrally managed in order for acceptable standards to be ensured. In setting out the need for central management a potential conflict with the tradition of devolved management within the institution is noted.

The Learning, Teaching and Assessment strategy, as its name implies, focuses on learning and teaching but it does so whilst acknowledging the important role of research in this institution. This plan sets out the strategy for 2002 to 2005. Of particular note in relation to networked learning is that there is a section devoted to the development of e-learning which includes VLE and portal development. Specific funding is allocated to this development and this funding has been slightly increased compared to the previous period. This section of the plan identifies the need to:

• enable a more creative and appropriate use of technology in learning, teaching and assessment,
• reflect the needs of the student population as a whole,
• streamline some of the related administrative tasks to reduce the burden on academic staff.

The plan also noted that an e-learning adviser was to be appointed and that an e-learning strategy was currently under development. Continued support for the adopted VLE and the development of a university wide portal are mentioned in this strategy.

As part of its response to the widening participation agenda the university recognises the need to engage with students who come from backgrounds that do not traditionally enter higher education. This policy sets out a range of objectives in terms of expanding this section of their student population. The role of school – university liaison is explained. Whilst this document does not refer to the use of technology or the Internet in such collaborations one of the interviewees outlined involvement in such a liaison and the role that web-based materials can play here.

Information documents aimed at students explain the university’s portable (laptop) purchase scheme, provide information on the network and internet access, discuss the possible need for a computer and offer students an opportunity to attend an e-learning summer school. These all indicate that the university expects students to learn how to use computers and to make full use of computers without making owning a computer compulsory.

The documents consulted thus suggest an institution that is aiming to develop e-learning as part of its teaching, learning and assessment strategy and which has identified the need for a centrally managed infrastructure to support this development. The strategies recognise that the emphasis on research within the institution impacts on teaching and learning and also that development of a centrally managed infrastructure for technological support may create tensions in a traditionally devolved institution.