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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

8 Impact of networked learning on teaching, learning and assessment

This institution puts a strong emphasis on teaching and learning and the academic policy statement distinguishes between open learning and distance education. The former, it notes includes e-learning whereas the latter may include larger e-programmes. This distinction is important, as there is a difference in terms of how the institution intends to support the development of these different forms of provision. The quotes below relate to campus-based provision supported by the VLE and this relates to the development of open learning. E-learning does offer the potential for changing the nature of the delivery; however, it was noted that the technology was not necessarily the driver of such change.

… because the bit that needs to change is the bit that has always needed to change and it’s nothing to do with the technology... it’s nothing to do with the new pedagogies it’s to do with the old pedagogies, it’s to do with... how do tutors and the students think learning helps. And there are many, many students who still think that it’s a passive activity… until those perceptions have changed it won’t matter whether you are in a classroom or using [the VLE] or something else... (H9I4)

Blended learning

Online learning has the potential for changing the overall delivery of learning; however, there is an indication that this is not happening. The blend of online with traditional method is suggested as the most appropriate way forward for this institution.

I think it’s early days to say... where we have seen the main impact at the moment... is that it is additional… I think there is added benefit… that is to do with the ability of students to access their learning in different ways... (H9I4)

Well I guess I don’t really... but I see networked learning as an adjunct really for continually to have a substantial number of campus-based students who are also having a face-to-face relationship with their tutor and their peers... (H9I1)

… we have a level 2... module that we developed last year... all the content is online... students are now required to look at the content online before they come and answer some questions that they are given… and they do student presentations... I did have a very small cohort of 15 students... it was easy to facilitate interactive student presentations in class. (H9I3)

The last quote does suggest a change in the delivery; however, it is not necessarily dependent on networked learning as a similar approach could be taken without the use of the VLE.

Caution in terms of making all provision online is also noted by another respondent.

… [putting an] entire course on the web I am less keen on… I think they maybe they should be mixed for our students… I know theoretically you can do it [discussion] online… but I don’t think it is the same, I don’t think it generates the same bonding or results really... (H9I6)

There is thus a suggestion that online provision is valuable but should not exclude other forms of delivery.

Changing role of teacher

There was no actual mention of a changing role for the teacher at present, though the example above that relates the changes taking place in the level 2 module indicates potential changes in roles with more focus on student led seminars. However, one respondent felt that there might well be changes in the future.

We are looking at situations where we have got lecturers who no longer have big lectures, we don’t have big lecture theatres, they don’t do the 150 people sitting and listening to a guy talk for an hour, he is doing 20 minute lectures with smaller groups... he is available online at certain times... (H9I5)

Development of teaching materials

The development of materials for networked learning is an important aspect of the process. However, there was not much discussion in terms of types of materials being developed. It was noted that there was a tendency for some academics to ‘dump’ lecture notes online.

… we know that what a lot of academics are doing is simply just putting their lecture notes into [the VLE] space and not doing anything more creative than that. (H9I4)

However, it was stated that this was a strategic decision to allow for ownership to be maintained by the academic delivering the material.

But it was our strategic judgement that it would be better to do that and get people feeling comfortable with the notion that this space... it’s like a lecture room... it is owned by them and they are responsible for it... (H9I4)

It was also noted that there were differences in practice in terms of how the material was uploaded.

… my own school we have a technical unit so as I understand it the academics will pass the stuff to the technical unit and they will put the stuff [online]... there will be some academics who will do it themselves... (H9I2)

Discussion and interaction

The potential of the online environment to stimulate discussion and interaction at different levels was noted and also the different types of areas for communication.

I think it is a useful communication mechanism... when you have got students scattered in placements all over… It is a very good communication method. I see it as a way of actually being able to give students information and utilise face-to-face contact more usefully. (H9I3)

Another respondent noted that there was some uptake of the use of discussion online but that this was not entirely problem free.

… they can have discussions which I believe is one of the big things that have been taken up, is the discussion groups where students will interact discussing... I believe a couple of courses… part of the grading network is the actual take up of it, that the student has to partake in discussion… That is about as far as the anecdotal evidence goes... I do know there have been a lot of lecturers who are reluctant for many reasons to get involved. (H9I5)

The interaction potential of the VLE is thus recognised but not necessarily fully utilised. The suggestion from the first quote is that the medium is useful for communicating information but not for discussion.

Changing practices in assessment

Assessment was not discussed to a great extent and it was stated that this area was not particularly well developed. Formative assessment was in use but summative assessment was used to a lesser extent on a limited number of modules.

… the big ones [changes] is quizzes rather than assessment, where they can sit pre set quizzes but again that is limited… (H9I5)

… on some campuses in relation to the skills modules they have online assessment… I mean these are just a few instances… I think there are very short tests that could be quite useful that could be marked automatically... something like definition of words… it seems to me that the balance for this assessment, it’s quite an interesting issue and I think online assessment would be part of… (H9I6)

… one of things that we have been able to do is put our two very basic maths tests online. Staff love it because instead of having to go tick, tick, tick… they look at the little slip that has come off and says your student has passed this... (H9I3)

There is some examples of online assessment but the same respondent also stated that this was limited but with a hint that this was due to staff attitudes.

I don’t think anybody has got that far down the line yet [has developed other online assessments]… A the moment staff moan like hell at submission date but, as somebody suggested to me, that whole chunk of work would be taken away from them and made easier, I think they would also complain... (H9I3)

Developments are thus occurring but staff attitudes are considered one of the barriers.

Student experience

The student experience was not commented on specifically though mention was made of student evaluation and that will be considered in the following section.

Skills development

One of the areas where networked learning seemed to be making an impact was in relation to development of skills. One respondent explained that a generic module had been developed within the institution and that the development of this module had encouraged staff collaboration as it was delivered across the institution. However, the extent to which the technology had actually made this more effective was not commented upon.

Questionnaire data

The questionnaire data showed that three out of the five respondents felt that networked learning had definitely added value to learning and teaching and that it had changed the student experience. A fourth respondent was unsure about it adding value to teaching and learning but felt that the student experience was changed. A fifth respondent was undecided on both. The main reason for change in the student experience was improved communication and access to resources. One respondent commented upon the key skills module for the students as demonstrating added value. This generally supports the interview data.
Two respondents were asked about the development of materials and which were the most commonly used. Both stated that in-house developed materials were most commonly used followed by freely available re-usable resources.

Summary

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.