The Impact of Networked Learning on Education Institutions

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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

9 Impact of networked learning on quality assurance, monitoring and evaluation

Quality assurance issues were raised in relation to monitoring the effectiveness of networked learning and evaluation of the student experience. Two of the respondents commented on the possible need for new means of assuring the quality of this form of learning.

Yes, and [quality is] something that I think we all have to think about a great deal, because that is something that at the moment we haven’t addressed specifically… I don’t mean just this university, I mean in the quality mechanisms. … quality assurance… you can see that there are obvious benefits in this, and …a more structured approach to learning … [is] something you can evaluate more, but you’ve got to have the right support around, you can’t just put materials on... (H8I4)

Well all our provision is monitored regularly but where I think there might be specific avenues to follow with networked learning or e learning, then we are not always able to do so because we don’t know if it is happening in every area or we are not on top of that information as much as we should be... (H8I6)

One issue identified in relation to the monitoring of quality was the dispersed nature of the provision:

About three years ago, we got involved with [the VLE] … and that was very much driven by the CLT and its director with an ambition that all staff start adopting that medium and that is where distance learning or e learning, network learning, has really gone for us and that has made it increasingly difficult from the administration’s point of view to know what is going on and to monitor it and to have any input … it’s mixed mode delivery with a lot of that material in a traditional format being offered to some students, some of whom may like it and some of whom may not and I don’t know that we are doing anything to identify that issue. (H8I6)

This last quote also hints at the need to evaluate the student experience and this was elaborated on further:

I changed the feedback form to this year to ask the question about [the VLE] and we are still trailing through that and I would be interested to say because I am very conscious that we haven’t ever assessed or evaluated what the students’ view is of that, I mean local feedback is that they like it but that doesn’t convince me because I am unsettled about this idea of a student thinking they are coming for a three year programme where they are going to see people and they don’t and then finding actually all the stuff on a site and it is up to them to go and find it. (H8I6)

It is interesting to note that this view to some extent contrasts with the view expressed by one of the other respondents – also noted above in relation to the student experience:

840 students replied to it [the survey] and the majority said, yes it has changed the way they study, and it has improved the way they study. (H8I2)

Quality is thus an issue that is being addressed but there is recognition that this area requires further attention.

Questionnaire data

Two of the respondents were asked questions in relation to quality assurance. Both sets of responses are in general agreement with the interview data. Both note that there are only minor or no changes. Additionally, both comment that they expect that there will be changes in this area, with one respondent suggesting that these changes are likely to be substantial.

Summary

Quality assurance procedures and the evaluation of the student experience were identified as requiring further development. However, it was noted that a staff and student survey had indicated widespread support for the use of the VLE.