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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 H10

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

H10 is a single-site, medium size post-1992 university in Wales with many outreach centres and strong links to local colleges. It has around 15,000 full time equivalent undergraduate students, of these around 1000 (FTE) are distance learners. The majority of undergraduate students come from the surrounding area with a small number of students from other areas in the UK and around 1000 from overseas. It has a post-graduate population of just under 3000, with around 400 of those coming from overseas.

The institution sees itself as a world-leading provider of e-learning and has developed a range of innovative initiatives in the development and delivery of web based learning. It is involved in collaborative ventures with a number of colleges, which allows it to address the widening participation agenda. Students accessing the courses developed through this collaborative venture can study a range of courses validated by the university at their local college. The institution uses a commercial virtual learning environment as its VLE, though it is referred to as an MLE. Around 75% of all modules use the VLE for some aspect of its delivery.

This case study is based on evidence gained from five interviews with staff in different roles and positions, questionnaire returns from the same 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

The institution is involved in the development and delivery of networked learning and the majority of interviewees felt that this engagement was large-scale. There was recognition however that it was confined to specific areas of the university. The development was seen as jointly driven by senior management and a small number of individuals within a particular school. It was further noted that external project funding had played an important part in these developments.

The institution has a learning and teaching strategy and this is one of the strategies supporting the implementation of networked learning. The development of a multi-disciplinary team is also part of the strategic decision-making process. e-Learning has led to some restructuring in that new teams have been developed; however, issues not related to e-learning were also seen as contributing to the restructuring. The initial development of e-learning focused on specific courses that relate directly to the business development plan and some funding for this came from external sources; however, this funding depended on matched funding from the institution. Copyright issues were seen as problematic, more so than anticipated, but this issue has been successfully addressed. Student retention was considered a problem in the early stages but measures taken to improve the student experience have improved retention.

Infrastructure and support services

Infrastructure and support for networked learning has undergone considerable expansion. There was little mention of system failures by the interviewees but problems in the early stages were noted. Access to resources was considered adequate and student support, especially in relation to identification of IT skills and student induction had increased. It was also stated that the new student record system would link up to the VLE to create an MLE. However, the new record system was not bought as part of the implementation of networked learning. Staff training had increased considerably with a range of provision for all aspects of e-learning development and delivery. The library and learning resource centre has undergone substantial changes and now provides access to a wide range of online resources, including online journals. Student induction in the use of the library is offered on a regular basis.

Staffing and collaboration

Networked learning has clearly brought about a change in role for some staff and also a number of new appointments. Staff attitudes to these new developments were seen to be mixed, ranging from those who are extremely enthusiastic to those who are still sceptical. However, there was a suggestion that the pool of those interested in being involved in developments was increasing.

It was argued that e-learning had brought a change to the nature of work that was carried out and that workloads have increased. However, it was also suggested that further developments could potentially lead to a decrease in workloads. Collaboration, both internal and external, was seen as having increased. Communication, it was stated, depended to a large extent on email; however, face-to-face communication was also seen as important within the institution.

Teaching, learning and assessment

The evidence suggests that online learning will not replace traditional modes of delivery rather it will be used as an additional tool in a blended learning model; however, in some specific areas there may be provision that is only available through e-learning. It is anticipated that the traditional role of the lecturer will change towards a more facilitative and supportive role. It was also felt that there may be a change in role for academics with some becoming more involved in the development of learning materials, with others taking on the role of e-moderators as supporters of learners. Careful development of new learning materials was seen as providing resources that could be adapted for a range of settings.

Quality assurance, monitoring and evaluation

The quality monitoring procedures were seen as having undergone substantial change due to the introduction of networked learning. The process had been extended to incorporate greater scrutiny of learning materials and there was also recognition that students’ expectations were of increasing importance.

Access

Networked learning, it was noted, provided flexible access for students who have an increasing number of demands made on their time. It was also stated that e-learning has the potential to widen access and that one of the projects that the institution had been involved in had done exactly that. Students with disabilities could also be catered for a in a range of ways through the development and adaptation of learning materials.

Summary

At the time of this study institution H10 was engaged in large-scale networked learning; with a high of usage by students and departments across the institution. This engagement was supported by an institution-wide VLE 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.

H10 had been involved in networked learning for about three years and had an e learning strategy in place as part of its overarching Learning and Teaching strategy. H10 had implemented structural changes to support the development of networked learning but does not appear to have appointed champions to support this development and does not offer incentives to staff to engage in networked learning. However, H10 does have a central team in place to support the development of online materials.

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 H10. There was no evidence of networked learning resulting in a more interactive student centred approach although there was some evidence to suggest an increased use of discussion and interaction at the time of this study. Overall some staff appeared to have slightly negative attitude towards networked learning, although there was evidence of a limited increase in collaboration across the institution.