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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

5 Impact of networked learning on institutional development

The documentation, questionnaire responses, and interviews provide evidence of an institution that seeks to engage in the use of technology to support learning and teaching.

The first interview question asked the respondents to consider whether the institution was involved in large scale networked learning. Five of the interviewees responded to this question and whilst there was general agreement that the institution was involved in networked learning there were some differences in terms of whether they perceived this as large scale. One respondent suggests that the institution is involved in large scale networked learning:

Yes… Our online learning community is based upon the use of the [virtual] learning system. Within the [VLE] we have a number of tools … We have currently 674 on campus modules on the system... 120 distance learning modules on the system … (H8I2)

However, there were others who felt that that this engagement was not yet fully developed, for example:

I think it has moved in that direction although there are stumbling blocks within the present structure that are holding it back but yes I would say that... is definitely moving in that direction. (H8I5)

One respondent suggested that networked learning was being used alongside other methods to develop a blended learning approach.

We have [name] which we use as a virtual learning environment but it tends to be used along with traditional teaching methods so I don’t think it is large scale, although we do have network materials, ancillary materials to something like 80% of our student population. (H8I1)

So, in summary, the respondents felt that networked learning is used within the university although there are some differing views in as to the extent of its use.

Drivers

Respondents were also asked about influential drivers in the development of networked learning and a range of different drivers was commented on, including: industry, international markets and the Centre for Learning and Teaching.

One of the earlier developments, prior to the adoption of the current VLE, was seen as driven by industry:

... we first proposed an MSc in management of e business … The idea came, I suppose from industry in the first instance … If we go back perhaps 9 – 10 years, we were approached by a number of companies... they were having difficulties recruiting people locally and...what we actually did was we put together, over a number of years three programmes...we needed to come up with a more flexible solution... So yes the requirement came from industry. (H8I3)

This early development was noted by one of the other respondents who also recognised a further driver, international provision, although this is now less important.

Well we have this distance initiative, which is primarily putting postgraduate programmes into … Hong Kong … [and other] international activity... hugely expensive and hugely resource intensive, so we did that for several years and have moved away from that model. (H8I6)

Two respondents considered the institution’s Centre for Learning and Teaching as a driver.

Since then, about three years ago, we got involved with [name VLE] as you probably heard and that is very much driven by the Centre for Learning and Teaching and its director … (H8I6)

It has been driven probably from two places. We used to have a distance learning unit set up and that was the first place really where e learning was brought in... then our Centre for Learning and Teaching started bringing [in the VLE]. (H8I1)

Respondents were also asked to identify who had introduced networked learning into the institution. Two respondents to the questionnaire said it had been introduced by a small number of individuals; one respondent said one school had introduced it, and one respondent said it had been centrally initiated. In interview three respondents said that a small number of individuals or a school had introduced networked learning; two respondents said these early local initiatives had been taken up and driven centrally. One respondent in interview identified an impetus from the bottom up:

… basically it has been driven from the ground up so it has not been evangelised by anyone – it maybe has been evangelised but it has not been forced upon anyone to use it... (H8I5)

However, as one respondent noted this development was not purely dependent on internal forces but was the result of a range of complex and competing pressures:

I think there are so many complex and competing things … we’re seeing students’ views of higher education changing, and a response to the expansion of higher education, this government in particular has a very clear view that higher education is attached to national economic goals... Students’ requirements for flexibility... I don’t think you can say that there is one thing that’s driving it...it’s the interaction of all things, and of course, the university is going to see it in terms of being able to develop new markets. (H8I4)

In summary, two main internal forces were identified as drivers, developing new markets to meet the needs of industry and the Centre for Learning and Teaching. However the institution was also responding to external drivers including students’ views and expectations of HE, the need for flexibility, and the government expansion of HE.

Planning

As noted above several of the respondents felt that the institution was still developing its large scale use of networked learning. Mention was made of how the institution intended to develop further – one respondent commented on the need to provide a more consistent and institution wide approach to the development of networked learning:

I don’t think we can afford to just have individual initiatives here and there. … You can’t have academics sitting there writing their module, and then thinking, oh, I think I’ll have e learning delivery … It’s got to involve colleagues in developing the different materials … I think we have got the potential in our expertise to join it all up, we’ve just got to find the right mechanism for doing it.
…
So we are going to think differently about the kind of course design teams, what our Centre for Learning and Teaching does in relation to the developments of the schools. We’ve got a potentially very interesting mix of people in our centre... but at the moment they are not a coordinated team... (H8I4)

Planning for future developments included both investment in infrastructure in relation to student registration and information through the development of a managed learning environment (MLE), and the inclusion of the new Deans of School in shaping the e learning strategy:

Well we are out to tender... for a new student information system... and I think as a knock on effect of that then we will become much more involved in networked learning... we will be integrated with a managed learning environment through a virtual learning environment... (H8I1)

...on the first of August [2003] the Deans will have come into place and they will have an opportunity to contribute significantly to the development of the e learning strategy so that when that is completed… they will have ownership... (H8I2)

In summary, plans include taking an institutional approach to the development and support of networked learning, underpinned by a new, integrated managed learning environment (MLE), and which may involve new teams and different types of collaboration. The involvement of the Deans of School in the development of the e learning strategy is seen as essential to ensuring cross institutional ownership and support.

Strategies

As noted above, the development of an e learning strategy is seen as essential, as is the role of the Deans in shaping this strategy. This is a new approach that is intended to provide a coherent central strategy but also provide flexibility in the implementation of e learning within each School.

I think what might have an impact, and hopefully will have an impact … there is now going to be a separate e learning strategy and that is something which we would certainly welcome. (H8I3)

You could end up with seven different teaching and learning implementations but they will all address strategic issues that have been identified at senior management level. Some schools, they will all have different strengths and different weaknesses, so the idea would be that the Deans would be able to identify for their school what the next best step would be... So in that case, the next best step for one school may not necessarily be the next best step for another school, but they will be addressing elements of the strategy, using the strategy to guide what they want. (H8I2)

Structures

Although the institution has recently undergone a period of restructuring, with the creation of Schools and the new posts of Dean of School in 2003, this was not as a direct consequence of the introduction of networked learning. However, this new structure was seen by some respondents as important to the successful implementation of e learning within the institution.

In structural terms, it’s not an absolutely massive reorganisation … What we have got is a different structure at the top of those schools … Deans are going to be very important in the development of the e learning strategy... (H8I4)

Funding and resources

Issues relating to funding and resources for the development of networked learning were raised by three respondents; these included the expense of developing high quality materials, and the need to raise external funding.

We put the programme together, had it validated, we realised that it cost a lot of money to try to develop good e learning material and we put in a European bid to get some money to try to help us develop that programme and over the next two years that’s what we did. (H8I3)

Clearly external funding was essential in this case; it is also worth noting that this programme was one that had been developed as a result of external business requests. This kind of funding has not been available across the institution and one respondent perceived this as a potential problem:

[the VLE] is now at the stage where it needs some serious capital investment to maintain the service, to improve the service, we need to upgrade the servers. It is getting heavily used now and like any other university, we are subject to financial pressure and there hasn’t been the capital investment that would allow us to expand this year which is a problem because we are now in a kind of limbo state... Most modules and courses have a [VLE] course but you are still running the same hardware that you started three years ago so things are actually starting to get to crunch time … So basically everything is in a limbo, … (H8I5)

It should be noted that, at the time of this study, the institution was in the process of debating how best to move forward in its implementation of large scale network learning and had not yet reached any decisions. Consequently they were investing the minimum necessary to maintain the existing levels of service. Interviewees in different roles across the institution perceived this hiatus differently.

Questionnaire data

The questionnaire data largely agrees with the views expressed above. Four out of the five respondents felt that senior management recognised networked learning as important to core business. Three of these respondents cited the development of an e learning strategy as indicating commitment. The fifth respondent suggested that senior management were perhaps not committed, as they were perceived as not having engaged sufficiently in the decision making process in relation to networked learning. The respondents were also asked if networked learning had changed the focus of the institution; two felt it had, with one suggesting this related to increased demands in terms of communication. The other three felt it had not changed the focus mainly because it was still in the early stages of development.

Summary

This university is clearly engaged in networked learning: however there were differences of opinion in terms of the extent to which this could be seen as large scale; one respondent suggesting that the institution was implementing blended learning rather than network learning. Networked learning was seen as being introduced by individual or a small number of individuals, which has then been taken up and driven centrally. Two main internal drivers were identified developing new markets to meet the needs of industry and the Centre for Learning and Teaching. However the institution was also responding to external drivers including students’ views and expectations of HE, the need for flexibility, and the government expansion of HE. There have been corresponding developments in terms of the institution’s choice of online learning environment and the university introduced an institutional VLE in 2000. Senior management are seen as supportive of these developments.

Respondents suggested that there was a need for more coordinated and strategic development. It was felt that the new learning and teaching strategy and the associated e learning strategy, under development during 2003, would provide a suitable framework for future planning. The institution had undergone some structural reorganisation but it this was not due to the introduction of networked learning. However, this restructuring was seen as being effective in promoting e learning across the institution, particularly through the involvement of the new posts of Dean of School. The need to ensure adequate funding is noted as important, but also that development of networked learning may well open up new markets.