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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 H8

4 Context

Institution H8 is a post 1992 university in Scotland that operates across multiple campuses. Student numbers in 2002-03 were approximately 10,700 full time equivalent with around 280 of these being distance learning students. A large proportion of the institution’s students come from non traditional backgrounds. During the 2002-03 academic session 1260 modules were delivered. The institution has adopted a commercial virtual learning environment; however, other systems such as discussion software combined with website delivery have also been used on a few postgraduate programmes in one school.

This case study is based on evidence gained from six interviews with staff in different roles and positions, questionnaire returns from five of these 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.

Documentary evidence

Three main documents were consulted: the Strategy for the Enhancement of Quality in Learning and Teaching 2003-2006, a recent QAA review and the institution’s Learning and Teaching website. In addition a number of shorter, publicly available documents were examined.

The mission statement of the institution is as follows:

• to be an internationally recognised multi campus university, supporting the social, cultural and economic development of the area;
• deliver innovative, high quality, applied and relevant higher education programmes with the opportunity for students to benefit, where possible, from work based learning;
• be learner focussed, providing flexible, accessible programmes of study, which enable students and other learners, irrespective of their social background, to realise their full potential within a rapidly changing social and economic environment;
• enhance the commercialisation and knowledge transfer of the research outputs achieved.

Whilst there is no specific mention of networked learning in this mission statement there is reference to innovation, flexibility and learner focused delivery all of which could potentially be aided by online delivery. The learning and teaching strategy notes that changes in the external environment requires the institution to develop online learning programmes to provide more flexible access to learning. The institution’s policy thus recognises the potential of ICT to allow for greater flexibility for students and also that this can provide a more individually tailored learning experience and aims to make use of it for these purposes. The adoption of a commercial available product as the preferred virtual learning environment (VLE) is commented on and that during 2002-03 the VLE had 80% of staff as registered users with 36% of modules using it. The potential for accessing new markets using VLE based delivery is noted; however, also recognised is the need for further investment in the infrastructure to allow for these developments to take place. Networked learning is not seen as replacing traditional methods and blended learning is identified as the preferred option. Finally it is noted that a specific e learning strategy is currently being developed. It is thus clear that the institution is committed to further development based on the use of networked learning but that this will form part of a range of methods of delivery.

The documentation relating to Learning and Teaching identifies a central service that provides support for both staff and students and that part of this support relates to networked learning. This centre operates, manages and maintains all student computing facilities and offers centralised support for students through a helpdesk. It also manages PC laboratories where core teaching software, e mail, the Internet and the Intranet can be accessed. Staff development is also provided by this unit both in relation to IT training, the development of open and distance learning materials, and to support the use of the VLE. Staff and student support is thus in place for networked learning.

No specific mention is made of networked learning in the QAA report. However, the institution was commended for a range of its practices and this included two areas that could be seen as directly relevant to networked learning:

• its development of coherent policies in support of its commitment to extend social inclusion and access to higher education, in line with its mission;
• its staff development arrangements and the work of its Centre for Learning and Teaching.

The shorter documents examined demonstrated that there was web based guidance on how to use the virtual learning environment. This document also provided information on server shutdown.