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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

5 Impact of networked learning on institutional development

Development of networked learning and current position

The documentary evidence suggests that the institution seek to engage in the use of technology to support learning and teaching. In interview, respondents were asked to consider whether the institution was involved in large-scale networked learning. Four of the respondents suggested that the institution was involved in networked learning but that it was not necessarily large-scale yet; two respondents supported the view that it was large-scale.

Keeping the definition in mind, I therefore answer ‘partial’ because of the way you define it - where you talk about learners and teachers, learners and learners, learners and resources; I would suggest that learners and resources, there is large-scale connection, put it like that. Learners and learners, yes sure there is email between students and so on but perhaps that is partial and certainly learners and their teachers, that would be partial. I wouldn’t describe it as large-scale yet, although it is growing quite fast. (H6I4)

... yes I would. I think really because we have had […], the virtual learning environment that has really scaled up into large-scale networked learning and before... it was probably grassroots enthusiasts... So there has been a whole movement in the last couple of years... (H6I2)

The interviewees agree that the institution is engaging in networked learning but they did not agree upon the extent to which this could be considered large-scale. The respondents also perceive an institution that is changing rapidly. There is a further suggestion that early development was at individual or department level rather than as an institution-wide initiative.

… it probably started off very much as individuals with an interest in working on developing online learning opportunities... (H6I4)

I think it was a bottom-up thing. I mean it is one – and it still is in many ways – the people who were the ones who thought ‘oh we’ll try this out’… (H6I5)

Drivers

It can be suggested from the quotes in the previous section that in the early stages individuals with an interest in e-learning drove the development. However, those interviewed feel that this situation is now changing with a range of different drivers exerting pressure on those involved with the development of networked learning. Student pressure was recognised by many as one of the drivers:

Now interestingly students, we just recently met up with the new president of the students’ union… certainly they are discovering advantages in having networked learning... (H6I4)

and a different form of pressure from students comes especially for those who have no need to attend regularly

Most of our departments have a departmental web page and the students can communicate with the departmental secretary, with their tutors or with their own peer group through that and it generally makes life easier, especially if you have got... well for post-graduate students – a lot of our postgraduates aren’t in the University all the time – so it makes access for them much easier. (H6I6)

This emphasis is perhaps particularly important as the institution is seeking to expand the number of post-graduate students. In addition the institution itself and its senior management are becoming drivers:

... it is clear that the University is taking much more of an interest now; it has an education strategy which is being redeveloped at the moment and within that there is an e-learning strategy so I think it is recognised at senior level. (H6I5)

Well the education strategy itself will be a major driver - that will be the major driver I guess in the sense of putting forward institutional support behind the initiatives. (H6I1)

In addition, changes of staff at senior level is suggested as impacting on the development of networked learning:

… we have got a Vice-Chancellor who has been in post for nearly two years now and there has been a change… in the senior management of the University, over that time, and I think the University is much more receptive than it once was to these sorts of new ideas… (H6I5)

Finally in terms of drivers a number of external drivers were noted:

And I think the other mechanism that did have an effect but that has now finished is we used to have external reviews of our subjects, quite intensive reviews by the QAA, subject review and before that teaching quality assessment and I think those visits and the preparations for those visits were very developmental in raising people’s awareness of what different methods they could use and the advisability of trying to get students to communicate electronically… (H6I6)

Also different external drivers, government emphasis on employability and widening participation etc and that is very important to this university which is struggling with widening participation and being more regional… (H6I2)

However, it is also noted that there is less of a drive towards the development of networked learning where students engage in traditionally delivered courses:

I think what motivates people to do it [develop networked learning] is when they think it can deliver their teaching and learning objectives better, if they don’t see any advantage in it then they haven’t engaged in it… So where the bulk of student teaching and learning has been fairly traditional, based on practical classes and tutorials and things like that… and they have all been here with us... most colleagues would not see the advantages, I am not saying they are right but they don’t see the advantages of moving to networked learning... (H6I3)

Planning

In terms of future planning the main impact, it was suggested, would be on administration, library and computing:

Well I think it is about providing systems to support it so the introduction of [the VLE], the awareness of student access and the need for student access; the fact that the halls of residences have been wired up and that the students now have access... Computer labs. So it is effectively thinking and planning for computing. For [the] library interestingly I think what has tended to happen rather depends on the subject librarians... some of the subject librarians have now been trained in [use of the VLE]... (H6I4)

Strategies

The previous section suggests a movement from an individually or departmentally driven development of networked learning to one that is increasingly supported centrally and managed from the top. It also demonstrates a perception that the development is driven by student demand, the changing nature of the student population and a range of external agencies such as the QAA and government bodies. However, it also shows that the role of students as drivers in relation to traditionally delivered courses is less clear. In all this though the lack of strategy in the past and the increasing importance of strategies for future development is emerging. An awareness of this by these respondents is clear:

… there is also a the quite well developed e-learning strategy and when I say quite well developed, it is a very comprehensive document but I wouldn’t say that it is yet adopted and appreciated across the University and what it is riding with it is a developing education strategy and within that education strategy which is again not finally adopted, it is still being developed, is a strong e-learning strategy as we term it. (H6I4)

… I think gradually it is sort of coming into the higher level strategies of the University so when the new education strategy is completed, I’d expect to see much more recognition of e-learning in there than there might previously have been and much more sort of thought of about well what does this mean for the institution, what facilities do we have to provide… (H6I5)

Structures

There is a recognition that the management structure needed to incorporate decision making procedure for the development of networked learning. This was specifically mentioned in relation to the decision to adopt a single, preferred VLE across the institution; otherwise there was little discussion of the impact or changes on the structure within the institution. This is possibly because this institution devolves a considerable amount of decision-making to departmental/faculty level.

Funding and resources

Funding of networked learning is clearly an issue both in terms of hardware and in staff development. One respondent identified cost as the one of the main problems of networked learning:

Very expensive! Having sufficient resources to put into the infrastructure and making sure that all parts of the institution are travelling forward at the same speed in terms of having compatible systems. It is very difficult in a large institution. (H6I1)

This potential disparity among parts of the institution was noted also in terms of the inequality of funding among departments and its impact on the uptake of networked learning:

… that’s all about having the right access to equipment, basic things... because departments have different amounts of money to spend on these kind of things and the poorer departments you know just don’t have the finance to do that... (H6I2)

Another aspect of funding is encouraging development of networked learning through incentives to staff and this was commented on thus:

We know we have got really things going on here… but... really giving academic staff the time to investigate them and… If they are really seriously going to change their learning and teaching methods then, yes, it might take them a couple of months over the summer. So one summer they might not do their research and generally people are reluctant to do that but as a University we are trying to encourage them through giving them Teaching Fellowships… we give them headings that support our strategy under which they can distribute the money so that staff can take time out to develop some e-learning or different ways of communicating with students... And another way in which the can get money is through the University Teaching Manual Boards... available for Faculties to bid for... and actually works very well… (H6I6)

I think the catalyst that exists, there is the teaching award, there is also a fund in the University for teaching innovation or teaching developments and a lot of proposals that come forward are e-learning or networked learning based... (H6I4)

... some of the funding of course is HEFCE funding. I wouldn’t say that the University has managed to find of its [own] accord any large amount of funding to support new initiatives in network other than as I said the teaching and development fund. (H6I4)

There seem to be two strands of funding identified: external, which supports development of infrastructure; and internal funding, which is used as incentives to develop specific aspects of teaching and learning.

Questionnaire data

These questionnaire responses generally support the view that the institution is involved in networked learning and that it was initially a process that was driven from the bottom-up at the level of the individual or the department rather than being top down. They also reflect the changes in terms of increasing involvement of the senior management. There is some disagreement in terms of the extent to which networked learning has changed the focus of the institution with two respondents suggesting it has done so, and two disagreeing. However, one of those who responded that it had not yet changed the focus anticipated that it would do so in the near future. One of the questionnaire respondents was asked about changes in aspects of management and administration and responded that there were few changes and any of these had been minor.

Summary

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.