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Institution H7

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

Institution H7 is a medium-sized long established educational institution in England. It developed through mergers between a number of colleges and achieved university status in 1992. Some 15,000 full-time equivalent students were enrolled during 2002-2003, of these around 100 full-time equivalent (FTE) were distance learners. Approximately 2,500 modules were delivered during this session. It operates on a single site but has links with and offers some educational provision at institutions abroad.

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

The university has implemented institution-wide networked learning through the use of a commercially produced virtual learning environment (VLE). The senior management in the institution provided strong support for this development; however, there is also evidence of one school within the institution being instrumental in engagement with e-learning in the early stages with this school acting as a pilot for implementation in 1998. In addition the technology has allowed for some development of distance learning delivery aimed at particular niche markets, some of this in collaboration with external businesses. Whilst the development has been supported from the top, uptake within the individual schools differs and there is also some evidence of varying staff attitudes, both positive and negative, towards the development. There is also evidence of different rates of uptake between different disciplines.

Infrastructure and support services

The infrastructure – both in terms of technology and support to staff – has been affected to a considerable extent by the introduction of networked learning. The infrastructure is now seen as robust though there were initial difficulties. The MLE (managed learning environment) which integrates the VLE with the student records system, allows for efficient processing of student records which can then be made available to academics and this has brought them benefits in relation to administration. There are computers available on campus, and the student residences are connected to the main university network allowing for free access. There is provision for a wide range of staff training and there is a suggestion that the level of informal training from peers is increasing. Students are supported through an initial induction in the use of the VLE and through the helpdesk that is available to all within the institution.

Staffing and collaboration

The evidence provided in this section would suggest that networked learning has had an impact on staff within the institution in terms of developing greater collaboration and opportunities for communication. Collaboration seems to have been mainly internal with some evidence of external collaboration in the early stages of development. New roles have been developed within the institution and new members of staff have been employed. Workloads were perceived as having increased, though networked learning is not seen as the sole cause of this increase.

Teaching, learning and assessment

There is a clear emphasis in the case study on the value of networked learning but blended learning is seen as the preferred option for this institution. The potential of online assessment is recognised and its development is seen as an important next step for the university. Pedagogy is discussed and it is argued that this is now receiving greater attention as the technological skills within the institution are now in existence and require less attention. The student experience, it is suggested, can be enhanced by the opportunities for interaction provided by the online environment.

Quality assurance, monitoring and evaluation

Quality monitoring procedures were not discussed in the interviews to any extent; however, the questionnaire data suggested major changes in a number of areas.

Access

There were two main aspects of access considered in this case study. The first one was that networked learning offered flexible access for an increasingly diverse student population. This includes distance education students and students who have to balance work, family and study. The second aspect explored was that technology offers some disabled students easier access to learning materials and the institution was making considerable investments to ensure that accessibility issues were fully addressed.

Summary

At the time of this study 2002-03, institution H7 was fully engaged in large-scale networked learning, with usage across all departments within the university and by a large percentage of students. This engagement was supported by an institution-wide VLE and the ongoing development of an MLE. The VLE is centrally supported and e-learning has support from senior management, and the majority of respondents viewed this development as being driven from the top-down.

H7 had been involved in networked learning for about five years; it has an e learning strategy in place as part of its overarching Learning and Teaching strategy; it does not appear to have appointed champions to support the development of networked learning but it does offers incentives to staff who engage in networked learning. H7 has not made any structural changes to support the development of networked learning and it has implemented a specific strategy to support the development of online learning materials through a dedicated task force.

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 H7. There was no evidence to suggest that networked learning was being used to support a more student centred approach but there was some evidence to suggest 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. However, H7 is at the forefront of providing online learning to the majority of its students, who are provided with free access to the network in the students’ residences. Staff development in relation to development of online learning has also increased considerably, and it has changed to focus more on pedagogy as an increasing number of staff now have sufficient technical expertise.

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