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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 H7

5 Impact of networked learning on institutional development

Development of networked learning and current position

The documentary evidence indicates that institution H7 seeks to engage in the use of technology to support learning and teaching. In interview, when asked to consider whether the institution was involved in large-scale networked learning, all five respondents expressed the view that this was the case.

I would say we are definitely involved in large scale networked learning yes… We currently run a virtual learning environment, […], and every registered or enrolled student at the university has an account and all the courses are installed and built into [the VLE]... (H7I5)

Yes… through [the VLE] and five years ago we adopted [the VLE] university-wide and we have… modules that are actively using [the VLE] each year. We have got something like 2,500 modules... I would say about a third of those are what we define as actively using [the VLE] and increasingly more and more staff are engaging in [the VLE] and using [the VLE] for their teaching. (H7I4/6)

Yes definitely... I mean we have just over 600 active users of networked learning which is a very high proportion for UK institutions... (H7I3)

I would say yes to that. Primarily through our use of [the VLE] which, as far as I am aware, is based around the campus so that you have a system up and running on the web at module and course level which the students can interact with and the staff can interact with. (H7I1)

The institution is perceived by the respondents as one that is making full use of networked learning to support its students. This suggests that the use of [the VLE] is well embedded within H7 and provides a structured framework for the use of online learning. It is also noted by one of the respondents that the institution is further ahead in terms of developments in this area than many other UK HE institutions.

Drivers

The drivers that led to the introduction of the VLE were explored and two main forces were suggested: one of the schools within the institution, and senior management interest.

It was partly driven by the… School because as I said the… School was already using [online learning] but it did in the end come from the top and a decision was made to roll it out university-wide in one year. (H7I4/6)

It started through my contacts with the… School and they were interested in putting resources online and in 1998 I was seconded from CS to work with the… School... (H7I5)

... we were fortunate at… a lot of this was very much the vision of the previous Pro Vice-Chancellor... who basically had a vision really of how [the VLE] might make a difference here. (H7I3)

There were some individual drivers within one particular school but this school was supported by a secondment to explore the opportunities afforded by online learning. However, the implementation of the actual VLE was also, it is suggested, heavily dependent on a decisions made by senior management. In addition further drivers have emerged as the institution has implemented the full-scale roll out of the VLE.

… once a few had tried it out, the student demand for it increased dramatically and particularly with part-time students, students who lived at home rather than being on campus being able to work at home and just go through the browser into us was very good. (H7I4/6)

... but I think probably the main driver which sounds very altruistic is that they [staff] are aware that their students want it and its not a kind of interesting luxury... students on the whole do say that they find it valuable and in some cases necessary because... a lot of our students work, they lead very complicated lives and they say this [the VLE] is something that they can’t really do without... (H7I3)

However, not all staff are sanguine about the role of students a as driver, as seen in the following concern about student attendance at lectures.

… there was a lot of pressure to have the lectures on [the VLE] before [the lecture] and I sort of said no. I gave in, in the end, but I didn’t take full registers but I think it does affect attendance at lectures. You know particularly students who have only a couple of classes a day and if they have got it on [the VLE] they think I’ll just download it. (H7I4/6)

This last quote illustrates the strength of students as a driver even when staff may have reservations about the particular use of the VLE.

Finally a different form of driver also emerged – the post-graduate student who wants to study at a distance.

We do quite a lot of international work one way or another and in niche markets we are developing distance and e-learning... We have a lot of students on our courses that are taught in different countries... because they are our students they can access both the library electronically and other materials so there is an international benefit for it as well. (H7I4/6)

Although senior management and a particular faculty were the initial drivers for networked learning, evidence suggests that students quickly became important in driving development.

Planning

Planning as such was not commented on by the respondents but the use of networked learning featured in the institution’s overall future plans. The main areas that seemed to emerge from the documentation and the respondents were in relation to the development of overseas provision in particular niche markets, in relation to widening participation, and also in terms of dealing with new disability and discrimination legislation. Commitment to an externally developed virtual learning environment was also in evidence as the future plan included upgrading the current VLE to an enhanced version.

I see it growing in the same organic way that it is growing at the moment. We are gearing up this particular room, there’[are] holes in the wall, it’s being fitted out now, for capturing lecture presentations with video, to go on to PowerPoint. I see that as the major vehicle for the next generation. (H7I2)

Strategies

Particular strategies in relation to networked learning were not discussed at length with the respondents; however, one strategy that seems to have had an impact on the development of networked learning was the Teaching Fellows scheme. This scheme seconds members of staff from the different schools to work part-time within their school but in collaboration with learning and teaching unit. The nature of this collaboration will be explored further in the section on Staff and Collaboration (p22).

Structures

The respondents stated that there had been no specific changes to the management structure due to the development of networked learning.

We haven’t restructured to accommodate it [networked learning]; we have managed to accommodate it within existing structures. (H7I4/6)

This is also supported by questionnaire data. The documentary evidence, especially the QAA report, suggested strong management structures in relation to quality assurance. This strength possibly means that the mechanisms already in existence can cope with the changed method of delivery.

Funding and resources

The respondents made no mention of overall funding for the infrastructure required. Support from the top in relation to the adoption of VLE suggests that adequate funding was available. There is also mention of funding being provided in order to second members of staff to work part-time; however, the extent to which this depended on external or internal resources is not discussed. Further funding is provided to pay staff who have made a special contribution to teaching and learning through the VLE or other online use of resources.

Business

The institutional documentation saw teaching and learning but also enterprise as core business of the institution. Networked learning featured as part of this business development.

I do know that there are small specialist courses running this way [distance learning], they are not necessarily your traditional degree courses but particularly business courses aimed at specific areas, and they appear to have run quite successfully and I am sure if there was an increase in demand for that kind of thing, they would certainly try and meet that demand... (H7I5)

We do quite a lot of international work... we have developed online courses for delivering around the world but only in niche markets, not our core areas, or in contract... we have a contract with [international company] and deliver a course for them globally online. (H7I4/6)

Networked learning is seen as having potential for developing new markets but this is not perceived as depending on the core curriculum, rather it is a part of developing the enterprise strand of the institutional strategy, in response to external demand.

Questionnaire data

The questionnaire data generally supports the view that the introduction of networked learning has been initiated and supported at senior management level, although one of the respondents also suggests that there was some input from individual members of staff. Interestingly there is some disagreement amongst the respondents as to whether networked learning has changed the focus of the institution. Three argue that it has done so, with one stating it has not done so and one is undecided. The main reason for change is the impact of blended learning and the need to take the VLE environment into account in planning for future development. The person suggesting that there has been no change states that this is the case as the focus within the institution is still on teaching and learning albeit through a wider variety of means.

Summary

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.