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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 
 

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H1

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H2

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H3

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H4

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H5

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H6

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H7

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H8

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H9

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H10

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F3

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F4

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F5

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F6

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F7

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F8

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F9

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F10

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Institution H7

4 Context

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 were distance learners. Around 2,500 modules were delivered during this session. H7 operates on a single site but has links with and offers some educational provision at institutions abroad.

The University has developed networked learning through the installation of a virtual learning environment (VLE) throughout the institution and has 40% of all modules using it actively, thus reaching some 75-80% of all students. The use of a VLE was first piloted within one school in 1998. The institution consists of six schools and has around 2000 members of staff. Each of the schools is further divided into subject groups. It also has thirteen central administration and support areas. One of these support areas has a specific responsibility for the enhancement of learning and teaching and it has played a pivotal role in the development of networked learning.

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 main categories of staff involved were:

• 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 Learning and Teaching Strategy, the Taskforce Review 2002, a recent QAA Institutional Review, and the Quality Management Structure. In addition a number of publicly available documents were examined.

The University’s mission statement emphasises the need for high quality teaching and research and recognises the importance of enterprise. The QAA commended the institution for:

• a robust quality approach,
• a stringent and constructive quality appraisal,
• the dynamic initiatives coordinated by the Teaching and Learning Taskforce,
• the clarity of overseeing quality in its collaborative partnerships,
• the manner in which the Annual Quality Monitoring exercise had been designed,
• the range and innovative nature of canvassing student opinion.

In relation to this particular study the QAA report particularly comments on innovative practice across the University. The Teaching and Learning Taskforce is mentioned specifically and as is its involvement in the development of online teaching supported by the use of the VLE. The aim of the institution to use the online environment as a support network for students is also commented on. Effective communication between staff was also seen as a positive feature of this institution.

The institution’s mission includes the aim to develop high quality teaching and research in order to provide excellent educational opportunities of a nature that can be sustained by the institution. The Learning and Teaching Strategy (LTS) has been developed to enable this aim to become a reality. The strategy has been developed in conjunction with other key strategies such as Widening Participation, Research, IT, Information, Human Resources and Staff Development. All of these documents are seen as linked and informing and being informed by each other. The LTS has a number of strategic aims – these include:

• the promotion of excellence in learning and teaching,
• the promotion of a student-centred approach to learning,
• the creation of a culture of innovation and inquiry in learning and teaching that will enable widening participation,
• the ability to respond flexibly to student demand through the use of the IT infrastructure.

Both the Learning and Teaching strategy and the mission statement place a strong emphasis on teaching and learning. This is integrated into a research strategy that encourages investigation into learning and teaching. The use of IT and virtual learning environments are seen as a crucial element in the institution’s development and in the fulfilling of its aims in relation to learning and teaching. The Taskforce Review 2002 also underlines the importance placed on teaching and learning. It reports on both external dissemination in relation to teaching and learning, the progress of the institution in terms of achieving its aims and on internal projects undertaken by members of staff funded to explore specific aspects of learning and teaching. These internal projects include ones with the focus on the use of ICT in learning.

The Quality Management Structure document shows an institution with a clearly developed structure for the management of quality that ensures effective scrutiny of programmes that are developed. No specific mention is made of online or networked learning; however, the Teaching, Assessment and Learning Committee is included within the quality management provision. The comments on quality included in the QAA report indicate that the institution does have an efficient system of quality assurance.

The documents consulted suggest an institution with a considerable focus on teaching and learning, which aims to provide support for a wide range and diverse student population. The use of ICT in learning and teaching is seen as one important means of developing the institution and in achieving the strategic aims of the institution.