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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

6 Impact of networked learning on infrastructure and support services

The infrastructure in relation to networked learning requires examination of the technological aspects of networked learning and also the support that is required by staff and students.

Technology

The technological issues that were identified by the participants in this institution explored issues in relation to the robustness of the system, the interoperability of the managed learning environment (MLE), and access to computers within the institution for students.

Robustness and security

Four out of five of the respondents commented on the robustness of the system. The comments indicated that a robust infrastructure has been developed. No serious problems were noted although this had not been the case in the early days of implementation

… what the institution is offering is a very robust, reliable environment. (H7I3)

… there have been problems with the network coping with it in the early days, network getting clogged up and then things like online assessment... So there have been technical problems like that to solve. (H7I5)

In response to the question as to whether the system crashed the same person commented.

No, it doesn’t crash, it just goes very slow... it did crash once or twice a few years back with these mass online assessments but I think they have got over that now. (H7I5)

At the moment we’re operating on a safe system that is guaranteed to work, where we have 600 temporary usernames, which we give out and that works extremely well. (H7I2)

Interoperability of the MLE

The operation of the VLE within a managed learning environment (MLE) was commented on by several of the respondents. One area of particular impact is student information systems. The integration of student information systems with the VLE seems to have improved accessibility and accuracy of student records. In response to a question about impact on administrative processes the following was offered.

... first… and [it] is bigger than probably all the rest put together, is having an accurate class list. They did not exist before we had the online learning environment... the only time it mattered was when the students turned up for an exam and they couldn’t sit it because they were not on a list... As the classes have grown larger, it has become a bigger and bigger burden for staff to keep their own hand written or Excel spreadsheet list of students. Fifty students you can manage, 150 becomes almost impossible. To have [it] at a fingertip and accurate, and this is the loop we hadn’t anticipated, but it was an immediate spin-off when we launched the VLE. (H7I2)

Another respondent also emphasised that this system was developed to cope with changes in students’ choice of modules.

We built our own backup system, which interfaces with the student record system, and we download that each night. That has the up-to-date records so if the student changes his mind on a module, which regularly happens, that is reflected immediately or at least overnight. We get the details and we can make the necessary changes, automate all the changes. So that means the lecturing staff who in the past have not always had access immediately to the student records system at least they can go to [the VLE] and see who is there. (H7I5)

Interestingly this development has raised the expectation for accurate records within a shorter time span as evidenced by the following quote.

The first year, we had accurate class lists in two months, the second year, it was accurate in two weeks, the third year it was accurate in two days. The fourth year, that’s the year that’s just gone, I have complaints from staff, two days before the students were here, that they haven’t got a full class list, and I had to explain to them that we couldn’t put the students on there until they had come and signed up… (H7I2)

… the VLE is really an academic tool which uses the data that is in the main [student records] system. (H7I5)

In this area then the online learning environment seems to have provided the institution, particularly the academics, with an effective means of accessing student information that removes an administrative burden from them.

Access to the network, computers and support

Networked learning in the campus environment brings with it a need for access to computers. The institution has had to invest in this area in terms of the network. It does not provide computers for the students; however, it has networked the main residences so access to the network is free all the time.

No, students have to bring their own [computer] but before they used to have to take out a BT line so they could then get it in like that but now we have networked our main residences on campus and it is free, so it is free access all the time. So it has had a huge impact on Computing Services that’s for sure. (H7I4/6)

In addition, access to computers on campus has increased:

They [students] have access to computers because our computer ratio on campus is pretty good. I think it is 6:1 and I think… about 70% of our students, (this was a survey about a year or 18 months ago) have access to a computer at home… There are loads of computers – about 500 computers in the library with internet access – and a large open access room in the basement area with a couple of hundred machines in there. (H7I4/6)

Support

The technology itself is an important aspect of the development of networked learning but along with that goes a need to support people to enable them to use the technology effectively and to develop the new skills they need.

Staff training

Without investment in staff training the opportunities afforded by networked learning cannot be realised. In this institution a range of different forms of training has supported online learning developments

... so this has been supported by a very extensive staff development programme over the last few years and we have a conference each year now called... “enhancing learning and teaching environments”... (H7I3)

… the Business School moving into [the] VLE was a kind of natural progression but for other schools who weren’t using anything it was a major jump for them so it was supported by staff development, staff training, student training for [the] VLE… (H7I4/6)

We also do the staff development work on using the online environment, and that has got the one end of the spectrum, that’s very much skills based – “how do you do this?”… The other end of the spectrum is pedagogically based, and now we link in with the people that do the teaching and learning, the certificate, the diploma and the MA. We have a big input in their courses, and they have a big input in our courses... (H7I2)

This range and variety of training opportunities is further illustrated below.

Yes, there’s always a whole list of courses available… two days a week we run small group staff development courses in the next room which has eight computers, and a timetable is up there, there is an online booking form, staff will book themselves on, and we run that as a regular timetable event. We move the two days around the week as the year progresses; it isn’t always Monday and Tuesday because of the timetable clashes that are around. We run those courses all the time, and we never have a minimum number... That actually, we have determined is not the majority of the work we do… Most of what we now do is individual, special, one to one assistance... So there is a tick over of formal courses, for new staff and people who are coming on… Then at the other end of the spectrum... when there is something new going on, we have awareness presentations, so we’ll go out to each of the six schools. (H7I2)

This lengthy quote suggests an institution that provides flexible support to its staff in relation to the development of networked learning. It shows an ability to change the type of support provided as the institution develops greater expertise. Interestingly, this respondent also recognised the role of what might be termed ‘informal’ staff development, where one interested colleague shares his/her knowledge with close colleagues.

And we also know that there are a very significant number of our staff who are actively using it, have never been trained by us at all. They’ve been trained, if that is the right word, because they… share an office with someone else who does it... (H7I2)

Support for students

Support for students, especially those students who have little previous experience in using technology is clearly of importance and that is recognised by the institution. Such support is provided through an initial induction, which normally takes place in the first week of the semester.

Yes every student does that [induction]… it will mean that every student will have had two hours hands-on a computer, with a detailed instruction book and someone there who knows how to make it work. We hire student helpers, roughly one helper for ten students. But there is not a lot to do. The students get in and they switch on and they open the book and they just get their heads down and do it. (H7I2)

There is also ongoing support for students who struggle with the technology through the Computing Services Helpdesk.

Questionnaire data

The questionnaire responses generally support the interview data with library and information services and support for staff singled out has having changed to a considerable extent. Support for students is not seen has having increased to the same extent; however, it is clear from the interview data that the institution does provide technological support for the students. One of the respondents notes an increase in off-campus access and this is also evidenced in the interview data which explains that residences are now included in the university network.

Summary

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.