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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

8 Impact of networked learning on teaching, learning and assessment

Teaching, learning and assessment was an area seen by the majority of respondents as being influenced and potentially changed by the development of networked learning; however, there was also recognition that the demands of particular student groups were likely to influence the pace of development:

… the students spend a lot of time away from the site and for about two years now there has been an engagement of using networked learning as you define it, to keep in touch with those students to stimulate their learning, to share their learning and all those kind of issues... yet it hasn’t happened in the main subjects. I say main because it is the bulk of the students who have been taught... it hasn’t really engaged with them at all yet. (H6I3)

This respondent has recognised the impact that networked learning could have for students not on site but also that those on site, and staff involved with teaching those on campus were less likely to change their teaching and thus the learning environment for their students. The issues surrounding pedagogy for e-learning, development of materials and the changing role of the teacher were explored. Changing practices in assessment – both actual and potential were also considered.

Changing role of the teacher

The potential of networked learning to change the role of the tutor was commented on but also that it was difficult to ascribe all such change to networked learning alone.

… we had a member of staff... finding that his small group tutorials were not working well. He had a couple of dominant people… I think he had a group of about twelve, and a larger number of the group were turning up and not participating and he knew that was mostly because they hadn’t done the work. So he actually used [the VLE] to have discussion groups... it was almost a student led tutorial with him just facilitating. (H6I6)

We do have a few people doing things quite differently where their role will have perceptively changed, tutor and students... but really I am not quite sure how much because obviously we have different kinds of teaching and learning going on in the university anyway, related to subject or related to innovation. (H6I2)

Student centred learning

The quote in the previous section also demonstrates the potential shift to more student-centred learning. Also noted was that if this shift is to take place there is a need for students to be fully prepared for this kind of learning:

One of things we are planning to do... is to really define what our expectations of the students are and dispel any misconceptions that they might have because we find a lot of students coming to university thinking that they are going to sit in lectures, listen to the great and the good and take notes and regurgitate these notes... actually we want them to be independent and much more effective learners... I think we need to tell them right at the beginning... but of course that has to be supported by staff using different learning methods and sometimes that does begin, just through administration and staff asking students to go away and work independently and prepare for tutorials for instance. (H6I6)

... in particular we will be looking at how we can improve self directed learning, monitoring and assessment of students, more opportunities for peer support, collaborative work. (H6I1)

There are some changes are taking place in terms of teaching, learning and assessment and the respondents also suggest that assessment in particular may be affected by networked learning (see below).

Development of teaching materials

The issue about time required ‘up front’ to develop materials is commented on as well as the issue of who should be involved in this development.

I mean more the worry I find with some of my colleagues is that we are all lazy and if the technical people and support people are there who will do it all for us we will let them do it and I think is wrong we have to learn how to do these things ourselves... unless you prepare your work you don’t own it. And you can’t change it... (H6I3)

The practice of simply transferring traditional teaching materials to online was commented on, but also that there are some changes; however, these tend to be restricted to examples where individual enthusiasts have developed materials.

… if we take [the VLE] as an example, mostly people have tried to transfer traditional teaching online so they are not doing a lot incredibly different (H6I2)

Changing practices in assessment

Assessment featured in several of the interviews both formative and summative with special emphasis on how online assessment could change the nature of assessment and also lighten the workload of academic staff.

… they are constantly having access to new applications and new ways of electronic assessment and that is very useful but [the VLE] isn’t useful as an assessment tool. We use […] more, Questionmark Perception we are using we have got a couple of home grown applications as well and again that makes the administration of assessment so much easier for academic staff… (H6I6)

… that is how the exam has been run for years and years. And it came under criticism from the external examiner as not being very robust…and four years ago I worked with a colleague and we totally do that by computers now... this is the third year we have run it. And those staff now think it is fantastic because it is a lot easier... the external examiner likes it… it took a little while in the beginning... then it mushrooms doesn’t it? (H6I3)

… well there are various different technologies, I mean different sorts of online testing programmes and so on which some departments have used quite heavily. In fact our department of engineering mathematics, some people there actually developed a package which is really quite good and quite sophisticated and they have used that themselves and one of the other departments, or several other... (H6I5)

Potentially it has a huge impact on assessments. So far it is interesting to see some of the initiatives that have taken place in departments have focused on assessment in the broadest definition on sort of question/answer type applications so there are some quite good examples in the University and some not so good examples of assessment, self assessment. Rare that there is a major assessment shall we say, sort online assessment that is actually part of the exam process. (H6I4)

So I think that this area, networked learning, the opportunities it gives to rethink assessment is another aspect that is quite daunting but probably very rewarding. (H6I4)

Questionnaire data

The questionnaire data largely supports these views but does not emphasise the assessment process to the same extent. It is also noteworthy that the impact is seen as being limited as the implementation of networked learning is patchy. Where it 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.

Summary

It is clear that some changes were taking place in terms of teaching, learning and assessment; however, there is an uneven uptake of networked learning across the institution. There was some evidence of an increase in student-centred learning and a perception that networked learning enhanced the student experience. The respondents suggested that assessment in particular may be affected by networked learning as it encourages reflection on the assessment process and can make the administration of assessment less of a burden. The questionnaire data support these views but do not emphasise the assessment process to the same extent.