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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 H9

1 Executive Summary

The case study reported on here forms one element in a set of twenty studies conducted as part of the JISC funded INLEI study into the impact of networked learning on FE and HE institutions.

Purpose of the study

The main aim of this project is to explore the impact of large scale networked learning on HE and FE institutions based on the experiences and perceptions of key members of staff involved in the development of networked learning. For the purpose of this project we define networked learning as

Learning in which Information and Communications Technology (ICT) is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources.

(Networked Learning in Higher Education Project, 2001)

The findings from this project, along with the case studies, provide a set of recommendations and resources for policy makers and institutions that are involved in developing networked learning and e learning.

Context and Participants

Institution H9 is a post-1992 university in England. It is multi-site and also has a few outreach centres. A recent restructuring has led to an institution organised into five schools. The student population is around 25,000 full-time equivalent students with about 1000 of these being distance learners. During 2002–2003 academic year the institution delivered around 2700 modules, of these around 500 actively used the VLE.

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.
Institutional development.

Networked learning is clearly part of the institutional development. Whilst it is not yet considered large-scale by the majority of the respondents it is seen as moving in that direction. An early external collaborative project with further external collaboration seems to have been instrumental in driving the development of networked learning in the early stages. Senior management signalled a commitment to e-learning which further supported that development. The interviewees felt that the introduction of network learning was bottom-up and that although there had been no central push, there was support from the centre. Students are now perceived to be adding further pressures to develop networked learning as they have indicated that they appreciate the access to flexible resources and communication that it offers. It was noted that the university makes a clear distinction between distance learning and open learning. It was recognised that online resources could support both; however, distance learning required considerable resources in terms of development and this would only be undertaken where specific markets were identified.

Infrastructure and support services

The current infrastructure was seen as robust and further improvements were expected when the new system, including student information services, is updated to provide an integrated managed learning environment (MLE) which links these other systems straight to the VLE. Technical support had been increased and staff have access to computers; however, it was noted that technical support may need to be provided on a more flexible basis. Students also have access to computers and have induction training showing them how to use online resources; however, there is an increasing expectation that they will buy their own laptops. There has been considerable investment in staff training for most staff and investment has been made in sending some staff on external training courses.

Staffing and collaboration

Changes in roles for some staff were in evidence and generally it was suggested that workloads had increased. However, this increase was more for staff in support and technical areas. Staff attitudes were commented upon and it was noted that there was considerable variation in the extent to which academic staff engaged with the development and delivery of networked learning. One respondent stated that there was a potential conflict between teaching and research commitments. There were mixed views about of the extent to which networked learning had prompted greater collaboration internally and externally. Some felt that this was the case whilst others cited poorer communication between the schools. Email was now seen as the main form of communication and it was perceived as making communication easier.

Teaching, learning and assessment

In relation to teaching, learning and assessment networked learning was seen mainly as ‘adding value’ to the curriculum. The need for face-to-face contact was noted, it was also suggested that networked learning could reduce the need for lecturing so that the contact time could be used differently. Online assessment was not currently used to any great extent, formative quizzes being the main form of online assessment in use. The potential role of online assessment in cutting down on marking was mentioned. It was suggested that there was considerable variation in the development of materials with some staff simply putting lecture notes online and others making more innovative use of the technology. The role of networked learning in providing more effective communication was noted and also that it may provide opportunities for online discussion.

Quality assurance, monitoring and evaluation

Some quality procedures have been altered to accommodate the introduction of networked learning; however, some respondents considered that these required further development. Student evaluations have shown that the majority of students view networked learning positively. Issues surrounding quality of web resources and plagiarism were commented on and viewed as problematic.

Access

Networked learning was seen as offering flexible access and this was considered a major benefit. This is especially the case for students who have to combine studies with work and family responsibilities. Its role in social inclusion was questioned though. Cost of equipment and lack of IT skills may provide a barrier particularly for non-traditional students.

Summary

At the time of this study institution H9 was partially engaged in large-scale networked learning; although it had a fairly low percentage of usage by departments across the institution it had a high percentage of usage by students. This engagement was supported by an institution-wide VLE, through a central support unit, and the ongoing development of an MLE. The VLE is centrally supported with support from senior management and the majority of respondents viewed this development as being driven from the top-down.

H9 had been involved in networked learning for about five years and has an e learning strategy in place as part of its overarching Learning and Teaching strategy. H9 had appointed champions to support the development of networked learning but did not offer incentives to staff to engage in networked learning. H9 had not made any structural changes to support the development of networked learning and the development of online materials was left to individual members of staff.

Five aspects of the overall findings for this study: communication; collaboration; overall staff attitudes; evidence of cultural change; and evidence of a more interactive and student centred approach were used to build up a profile of the case study institutions. Networked learning appeared to have had an impact on two of these aspects in institution H9. Although there was no evidence of networked learning being used to support a student-centred approach there was some evidence to suggest its use to support discussion and interaction at the time of this study. Overall some staff appeared to have slightly negative attitude towards networked learning, although there was limited evidence of increased collaboration across the institution.