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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 
 

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H8

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H9

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H10

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Institution H10

4 Context

The institution is a single-site medium size, post 1992 university in Wales with many outreach centres and strong links to local colleges. In consists of eight schools and a small number of support units. It has around 15,000 full time equivalent undergraduate students of these around 1000 full-time equivalent 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 about 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. The most important of these is the E-college. Students accessing the courses developed through this franchise agreement can study a range of courses validated by the university at their local college. The institution uses [the VLE] 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; however, it should be noted that there is a difference between programmes that are developed for fully online delivery and those that make use of some aspects of the technology to deliver modules in a more traditional manner with online resource support.

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.

Documentary evidence

Three main documents were consulted: The process for the approval of delivery of modules by distributed learning, a recent QAA Institutional Review and the publicly available information on the E-college. In addition a number of shorter, publicly available documents were examined.

The E-college information is aimed at prospective students. It sets out available courses, which are mainly in the area of business and professional development. The nature of e-learning and the level of support provided are explained. The flexibility of this mode of study is stressed and also emphasised is that the courses are likely to enhance career prospects and employability.

The process of approval document provides a set of guidelines for development of distance learning materials. These include clarity of presentation and appropriate level for the learner. In particular, it stresses the need to take a user centred approach and the need to design for interaction. This document suggests that guidance is available to module developers and that adherence to a set standard is being monitored by the institution.

The QAA report does not specifically mention the development of e-learning within the institution; however, it does note that the system of validation of courses is robust and that it is clearly effective in relation to its outreach provision. It also notes that one of the key goals in the institution’s strategic plan is the enhancement of learning and teaching quality. The report also commends the institution’s development of collaboration with a network of colleges, which supports its mission in relation to social inclusion, and economic regeneration of the area.

This documentation and the information leaflets suggest an institution committed to learning and teaching and to development of collaborative ventures making full use of technology to deliver learning. In addition, the QAA report provides evidence of an institution that is committed to ensuring the quality and standards of its provision. Further it is noted that the main courses developed for fully online delivery focus on business and professional development.