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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

5 Impact of networked learning on institutional development

The documentation shows an institution engaging with the development of networked learning. It also indicates that the development has been accelerated by the adoption of the VLE. The interviewees were asked to consider whether the institution was engaged in large-scale networked learning. Six of them responded to this question and whilst there was general agreement that the institution was involved in networked learning only two of the respondents felt that it was already large-scale.

... large-scale, no we are not but I can see that we probably will be in five to 10 years, we probably will be... (H9I4)

Certainly developing towards that position… the policy of the university from this September is that every module... should be [VLE] enabled at some level. (H9I1)

Well it is difficult for me to say… I suspect there are wide variations between those schools and those subject area... (H9I6)

The following response makes an interesting distinction:

In theory yes… all students are using [the VLE]... I suspect that the use of it is very patchy. (H9I2)

Finally the two respondents who argued that it was large-scale used slightly different reasons for it being large-scale. One argued that the VLE was the important factor whilst the other included projects in relation to online learning.

Yes. Well since the introduction of... [the VLE]… (H9I3)

Yes, we are. It may be rather… sort of haphazard… obviously we have got the virtual learning environment but there are other minor projects around… other groups within the university doing separate things to that… so yes a large-scale all encompassing environment. (H9I5)

The institution is thus perceived as engaging in networked learning and that this is likely to increase and become large-scale in the near future.

Drivers

It is noticeable from both the documentation and also the interview data that the institution has committed itself to networked learning through the use of a commercial VLE. This development seems to have been driven initially by individuals and centrally supported by one unit within the institution and then adopted by senior management.

I understand that it was done through our Centre for Learning and Development... certainly the initiative was steered by a committee with, I would call, a significant enthusiast from each of the schools who worked for a proportion of their time developing [the VLE]. (H9I1)

This early initiative developed out of external collaboration:

Our first step... what happened first of all was that we became part of the TLTP… with another institution. This institution extended the learning environment network and that introduced us to the practice of a learning environment... that was a three year project and at the outset of that project we thought this is an exciting thing… our experiences were so awful, it was falling over… I said OK we need to work out what kind of virtual learning environment we need to get the university to get into it… And so [name] did evaluations... and came up with [the VLE]. We sold that idea to the university executive... and the executive said yes, do it. (H9I4)

This early initiative, as noted in the section on documentary evidence, included the recommendation to adopt a particular VLE, which was supported by senior management.

... in March this year the university academic board, the Vice-Chancellor decided that every module would be on the VLE by this September. (H9I3)

The main drivers can be seen to be enthusiastic individuals supported by a central unit within the institution, which provides a steer that leads to an executive decision to adopt a particular VLE and to develop this across the whole institution.

Interestingly it is also noted that students may well become important drivers in the development of networked learning:

I think the pressure may come from the students. “I did X, Y and Z module and I had this facility, why haven’t I got it on yours?”... And that would be interesting to see what exactly happens. (H9I3)

The sentiment expressed here is supported by the student evaluation discussed above in the documentary evidence (p12).

Planning

There is no specific mention of forward planning in the interviews; however, the adoption of a managed learning environment (MLE), which was planned to happen fairly soon, was intended to integrate the VLE with other university information systems.

Strategies

The learning, teaching and assessment strategy includes the development of open learning and flexible materials to support an increasingly diverse student population. The institution-wide adoption of the VLE is also a strategic decision but it is also noted that there is considerable autonomy at the level of the school in terms of implementation of the VLE. Some interviewees considered that this has led to a patchy development.

Structures

The institution has undergone major restructuring in the recent past; however, this was not due to the development of networked learning. Generally it was suggested that e-learning had had only a minor impact on current management structures but there had been some changes in terms of the membership of some of the committees.

… not major changes... I think there are more who actually are on committees now, than there are people that are not. I think that there is a requirement - not that the academics are told that there must be a representative on the boards of study… (H9I2)

I would not have thought as yet that there has been a big impact about the way in which courses are managed... (H9I6)

However, it was noted by one respondent that whilst the changes were small further changes were anticipated.

I think you can start to see the start of the changes, in those two schools that I mentioned... they now have technical people that are [the VLE] support, they are beginning to build structures around those people, and those people are now also much more visible in the school management than they were. So in those two schools particularly you are seeing the school management structure which is beginning to [change]… so there are changes coming in terms of administration... but other than that not big changes, there are small and subtle changes which might be indicative of what is coming... (H9I4)

There is thus a suggestion that change is occurring, some of which is clearly noticeable in one or two places within the institution but also that more subtle changes are creeping in.

Funding and resources

Funding and resources were not mentioned to any great extent. However, it was noted that the institution distinguished between development for open and flexible learning and distance provision. The main reason for this distinction was that distance education resources are very resource intensive and costly to develop and therefore courses are only developed where a particular market exists for the product.

In contrast it was felt that development of open and flexible learning materials need not be too expensive.

... we conceptually distinguished between open or flexible learning which we envisage all modules within the university will make use of [the VLE]... and distance education by which we mean programmes or modules that are designed to be studied at a distance… those ones we understand are much more resource intensive… but there are things that can be done that are not hugely expensive and that are beneficial... (H9I4)

Business

Business as such was not commented upon during the interviews; however, the role of niche marketed distance education courses was noted.

Questionnaire data

The questionnaire data supports the interview responses in the main. Out of the five respondents all agreed that the introduction of networked learning was a central institutional initiative, two of these added that a small number of schools had also been instrumental. One respondent further suggested that there had been some individual initiatives that had played a major part in introducing e-learning. All five stated that networked learning was supported at senior level. The development of networked learning was seen as supported by the development of the Learning and Teaching strategy and new staff appointments. Four out of the five stated though that the focus of the institution had not been changed by the introduction of networked learning, one of these respondent stated that flexible access had already been mentioned as one of the aims of the institution. Interestingly the fifth respondent felt that the focus was changing precisely because there was now a recognition that students would spend less time on campus.

Summary

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.