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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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Institution H8

6 Impact of networked learning on infrastructure and support services

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

Technological

The technological aspects that were identified by the participants in this study explored issues of robustness and security, the interoperability of the managed learning environment (MLE), technological support and centralisation of the services.

Robustness and security

The robustness and reliability of the infrastructure was not discussed by the respondents suggesting perhaps that there have been no major problems and it is not perceived as an issue. However, the issue of handling information that had to be securely stored was raised, particularly exam and assessment results.

Well the trouble with it is the shared drive, I mean we have about 700 files sitting there … a security issue … what we did was we set up a dummy … exams account and … when an academic had completed [their marking] … and said they were happy for the results to be sent to out, … then we had software which would just pick up all the marks…. (H8I1)

Interoperability of the MLE

As noted in Section 5, the development of an integrated MLE formed an important part of the university’s plans. Several respondents raised issues about the current lack of systems interoperability. In particular, respondents commented on the use of different networks for different user groups and that the lack of connection between these networks mitigated against communication between staff and students, and against access to information, often resulting in duplication of information and effort.

...we have a public network with a public web service; we have a student network; then we have the academic network and then at the top is the administration network…. The VLE has to sit on the public network because we want people to access it... (H8I5)

It causes problems in that you have to make sure that things are in two places. For instance when we publish the exam timetable, [we] have to make sure it is on the staff net, it is on the student net and it is on the public website so it is things like that... (H8I1)

The difficulties created by the lack of integration between the registry/administrative network and the VLE were recognised by the institution, which planned to address these difficulties through the introduction of a new student information system as the first step towards the development of an MLE.

The … new student record system is being put in place … With the new record system everything should be integrated so once it is in, if [anything] is changed in one place it is changed everywhere else... that should make a big difference and hopefully students should have better access... (H8I5)

One respondent noted that the institution was using different systems for delivering online learning.

… we have some modules which are delivered in FirstClass and some which are delivered in [the VLE] … then what we actually do is we have got essentially interactivity that is delivered via the website, it has got nothing to do with [the VLE] or [the previous discussion software] and that’s simply through our online website … (H8I3)

However, it would appear that the main institutional VLE is used by the majority of staff and students, with the discussion software being a legacy system from the institution’s early innovations in distance learning.

Access to the network, computers and support

Networked learning in the campus environment brings with it a need for access to computers. All staff members have access to a computer and there is centralised support for online learning. However, the different networks and systems noted above are managed by different departments, which is perceived by one respondent as an area of potential difficulty.

... while we are in charge of the student service from the servers up, the infrastructure of the university is run by a different department and they control all internal and external access and that makes it difficult... (H8I5)

Support for staff in using the technology was also noted:
We give them accounts on the student network so that they can log in and teach the students, we give them shared directories, we allow them transfer files … (H8I5)

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

Staff development and training was commented on by several of the respondents suggesting that a range of different approaches had been used and that some staff had initiated their own training.

... what we want to do now is we want to start doing staff inductions on how to use the facilities and how they can tell their students how to get the best use out of it... There is VLE training for staff as well. (H8I5)

We’ve got the Centre for Learning and Teaching that has responsibility [for staff development and] has done a very good job in getting this off the ground... also another colleague [has] run some pilot courses recently for staff development in e tutoring … and was overwhelmed with the response … (H8I4)

It was also suggested that the VLE was simple to use and therefore staff possibly did not require a great deal of training in its use.

We are able to cope because the system is so easy to use, I mean people went onto the system without training. Now, again I have heard the argument that’s been proposed that nobody gets registered on the system without training … That’s not the way the academic mind works... You provide them with training materials, reference materials, you provide them with backup, you don’t force them to use the tool. You offer provision; you offer support... (H8I2)

One respondent mentioned a more in depth staff development programme and support for the development of distance learning materials for online delivery:

We went through I suppose a development period where the staff who were going to develop online learning material had to learn about e learning … In the beginning there was the distance learning unit... they had experience.. I think there were a couple of technical writers… So our staff would essentially draft a unit... have that reviewed internally and send it to one of the technical writers … (H8I3)

A range of staff development activities and opportunities for training are provided however the responses suggest that the need for training should be a bottom up process, which should be responsive and supportive, rather than prescriptive.

Support for staff

One respondent identified e learning developments and support, as well as staff development, as having specific implications for the work of the Centre for Learning and Teaching, particularly the need to provide quick, responsive support.

What also spread with [the uptake of the VLE] was that if you’ve got a problem, go to the Centre for Learning and Teaching and they’ll solve it for you and they’ll solve it for you very quickly. … [The Centre] cannot leave [staff and students] waiting on an answer... and that is why they run a 24 hour answer system, i.e. you have to wait no longer than 24 hours for an answer It can be time intensive but when you’re asking an institution to change its method of teaching then you have to commit support to it. (H8I2)

Support for students

Support for students, especially those students who have little previous experience in using technology is also identified as important. Support is offered in a range of formats including induction sessions for new students, a helpdesk, and online support including Frequently Asked Questions (FAQs).

What we try and do is we give the students an induction... Every September when new students start we give them a 20 25 minutes induction so we get them into the labs, we tell them how to use this, how to do that... (H8I5)

… we have put in place things like helpdesks with databases of questions to try and offload these and we have put our student intranet and we have put a student website, [which] is available on the public [website] which has a large number of FAQs to try and encourage the students to help themselves …we get a lot of students from school or further education and they don’t understand the university way of working. [That] rather than being spoon fed you want them to find out things for themselves, so we try to encourage that, even at support level. (H8I5)

Support is thus available for students in several formats but students are expected to access some of this information themselves.

Questionnaire data

Three of the respondents answered questions in relation to infrastructure and technical support. All of these felt that networked learning had only a minor or in some case no impact on these services. However, one noted that changes were expected once the new e learning strategy comes into operation. This would perhaps suggest that the staff training and student support noted above has developed gradually within the Centre for Learning and Teaching as networked learning has expanded and has not been seen by staff as a major change.

Summary

In relation to the infrastructure one key issue raised was the current lack of MLE interoperability and the impact of having several networks that do not link up. It was expected that the new student information system would move forward developments in this area and resolve any outstanding difficulties. The institutional VLE has been adopted across all Schools as the primary means of the support for learning and for online learning, with an emphasis placed on a blended learning model. The only exception to this is a small group of postgraduate programmes in one School, which pioneered the development of fully online learning in 1998, which uses a web site linked with conferencing software.
All staff have access to computers and there is technological support available to both staff and students through the helpdesk.

Staff development has been provided and there are also new initiatives emerging in this area, including e tutor training. The VLE was in part chosen for its flexibility and ease of use for both staff and students, and whilst a range of training and support is regularly provided, it was not felt necessary to make training for staff compulsory. Strong emphasis is put on the VLE as a tool for academics and that they should be allowed to identify their own learning needs and retain ownership over the process of development. It was also noted that staff development for the early modules using the in house developed website supported by FirstClass for communication was largely driven by the individuals themselves. This would suggest a model of staff development that is from the bottom up but with support from the top.

Students are supported through induction at the beginning of the semester and through access to a helpdesk and online support.