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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

4 Context

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 gathered 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

Five main documents were consulted: Recommendations for the adoption of a standard VLE for the university, Academic Policy statement on Open Learning and Distance Education, Teaching and Assessment Strategy 2002-2005, Guidelines for the Quality Assurance of Distance Education, and Student Evaluation of VLE. In addition a number of shorter, publicly available documents were examined.

The recommendations for adoption a standard VLE noted that HE institutions in general are under pressure to engage with technology supported learning for a range of reasons such as increasing access, reducing cost and improving quality. In addition it suggested that a standard VLE provided a structured and integrated system that allowed for instruction, learning and communication. The benefits of integrating the VLE and student records into a managed learning environment were emphasised. This document recommended the adoption of a specific commercially available VLE based on consultation with other institutions and an evaluation of the VLE.

The academic policy statement includes an explanation of the distinction between open learning and distance education. The former, it notes, may include e-learning whereas the latter is likely to consist of one or more e-programmes. A clear distinction is made, especially in terms of the development of materials for these two distinct forms of education. It is noted that open learning aims to provide flexibility of access for a diverse student population that is likely to be campus-based. The distance programmes aim to provide for students who are not campus-based. Developments in terms of open learning will take place across the institution with the aim that all modules include some materials that can be accessed in a flexible manner. Distance education programmes will have all materials available for students ‘geographically removed’ from the institution. This, it is stated, has implications for funding of such programmes. As the distance education programmes require a complete ‘package’ to be developed there are clear guidelines provided based on the institutional and QAA guidelines that are available. The quality of distance programmes are seen as paramount and require quality guidelines in addition to the standard ones provided for development of programmes to be delivered on campus.
The main aim of the Learning, Teaching and Assessment strategy is to provide effective student-centred learning experiences for its current and future students. The strategy identifies three broad themes that inform its goals for the medium term and these are summarised as:

• enhancement of quality of learning experience and ensuring that this takes into account an increasingly diverse student population,
• supporting greater learner autonomy,
• supporting open and flexible approaches to learning and assessment.

The role of technology and the use of a VLE in aiding achievement of these goals are commented upon and the strategy objectives outlined in the strategy reflect this.

A student evaluation of the VLE was undertaken at the end of semester 1 during the 2002-2003 session. It noted that around 11,500 students now had access to the VLE. This was a considerable increase on the previous semester when approximately 1200 students had access. Feedback from the students suggested that the VLE was easy to use, made learning easier and that it was a good way of communicating. Students were asked to provide constructive advice and this advice included a request for increased use of the VLE in a range of ways.