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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 F1

4 Context

Institution F1 is a college located in a rural community in Scotland, which is 2500 square miles in size, with 30% of the population living outside towns or villages. The college offers a wide range of campus-based courses, as well as flexible, open and online learning opportunities. The approximate full-time equivalent student population during session 2002-2003 was 3,500, and approximately 40% of them used virtual learning environments (VLEs). Out of these students around 20% were distance learners. A total of about 26,800 modules or units were delivered during that same session, 5% of which actively used VLEs. The college has four departments and all of these used VLEs during 2002-2003.

This case study is based on evidence gained from four interviews with staff in different roles and positions. Two people had dual roles and thus each covered two of the positions. Also used are questionnaire returns from all four 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

Three main documents were consulted: the Student Prospectus, the Strategic Plan 2003/04 -2005/06, and the Revised Information Communications Strategy (March 2003). In addition a number of publicly available documents were consulted.

The college prospectus contains the college’s mission statement, which emphasises the desire for quality and also positions itself as a provider of ‘customer services’. The prospectus shows that the college has a clear focus on taking learning into the community and that it has obtained European and other funding to support this; it receives substantial assistance from European Community funds some of this funding is allocated to open and distance learning. The prospectus describes the videoconferencing facilities linking the main teaching centres, and states that all enrolled students will have access to a wide range of self-teaching packages and increasingly courses will be delivered more flexibly with less time in the classroom and more spent using well designed flexible learning materials.

The strategic plan 2003/04 – 2005/06 sets out among its objectives:

• The implementation of a college learning and administration intranet and development of an MLE.
• Staff development to enable them to fully utilise the potential of ICT.
• Establishing an ICT infrastructure accessible through out the region and the world-wide learning community by developing a fully networked campus with central ICT learning centres and enable remote access by all students.
• Increasing participation, social inclusion, and widen access.
• Improving student retention and enhancing flexible learning through the development of ICT centres in remote locations, and through ‘online’ student support facility via its VLE.

The revised Information Communications Strategy details how the effective use of ICT is involved in meeting the college’s strategic objectives. It states that a Key strategic objective to develop MLE functionality. It affirms that the college will improve flexible access, extend open access to learning opportunities beyond those available in the college, and invest in staff. In addition, it sets out how the college will develop a curriculum based on blended learning. The strategy also sets out student entitlement to ICT, including provision of laptops for those with genuine access problems. They provide a student induction into ICT facilities for full-time students, which they planned to make available to part-time students as well, and the college will ensure that it is available to students with learning difficulties and disabilities.

The Information Communications Strategy also mentions that particular attention will be paid to online student tracking and support systems, and that there will be an enhanced role for videoconferencing, particularly in relation to remote areas. These are particularly important in the development of the college’s aim of more flexible and distance learning.

Staff training and development in connection with ICT is also set out in this strategy document. Staff are supported with updates regarding materials and resources available on the college intranet, and by a team of programmers who are responsible for development and maintenance of intranet. Some staff training appears to be compulsory: all staff are required to undertake basic ICT literacy training, and intranet training. In addition staff will be offered additional training identified by individual review.