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7 Impact on teaching, learning and assessment

This section reports on the findings relating to the impact of networked learning on teaching, learning and assessment.

The interview questions focused on the impact of networked learning on the role of the teacher, pedagogy, the development of teaching materials, the role of collaboration and discussion, and the student experience.

7.1 Development of networked learning

The term ‘blended’ learning, a hybrid delivery of online and face-to-face methods, emerged in a large number of the interviews as the dominant mode of applying networked learning. Several institutions, although they did not explicitly use the term blended learning, viewed online delivery as an additional tool to be used by lecturers and within disciplines as they thought appropriate. Using networked learning to support fully online courses seemed to be a minority application.

Three HE and two FE institutions spoke, in different ways, about what appeared to be fully online courses. These courses were limited to specific disciplines, generally business, IT and computing. In four cases, these developments were seen as separate from the main delivery methods within the institution. One institution had separate open and distance learning strategies. Open learning was seen as a means of supporting traditional delivery with an online presence through the institution-wide VLE, and was perceived as requiring a robust infrastructure but less input in terms of development of the teaching and learning materials, and delivery than fully online courses. Distance delivery, on the other hand, was fully online and these programmes were seen as requiring substantial funding to develop and fully support them through the online medium. Another institution was engaged in setting up a separate enterprise company for the development of a small number of programmes; similarly the development of these programmes was seen as requiring substantial funding and they would only be developed where there was an existing and identified market where the learners would pay full fees. A third institution had already developed a post-graduate programme jointly with another HE institution through specific project funding. It was clear that the development of this programme, in terms of funding and time, differed from the way that the VLE was used within that institution to support undergraduate teaching and learning. Finally, one FE college (F4) had developed a fully online course in one specific discipline, which was now generating income for the college, but for the majority of teaching delivery, a blended approach was used. This suggests the possibility that both HE and FE institutions may develop a ‘dual’ approach to the use of networked learning; one approach would be fully developed online programmes, which make use of all aspects of the technology to deliver the programmes and which do not use of face-to-face methods, except perhaps for induction. These programmes would be funded for the full cost of their development (one figure suggested for complete development of a module by one respondent was £60,000 - £80,000) and would be aimed at a market, generally overseas, where all students would pay full fees. The second approach would be to use networked learning to enhance learning for the more traditional students (campus-based, full-time, and undergraduate) who nowadays require more flexible access to their learning. This suggested dual approach is supported to some extent by these particular 20 case studies; but it may not represent the national picture. In addition to these examples, it was also evident that some of the FE colleges were responding to the needs of business, industry and commerce in terms of developing courses for flexible delivery. For example, F8 identified the importance of networked learning in terms of being able to provide flexible access to training for local employers and businesses (see Section 9).

A different way of developing more student-centred approaches using technology was noted in five of the FE colleges. These institutions were developing learning resource centres as a focus for student learning. Students in these centres would access their learning using computers and aided by facilitators. One college referred to the use of ‘learning assistants’, whereas another used academic staff in this support role noting that the boundaries between support and lecturing staff were becoming blurred. In the first case it was not clear the extent to which this mode of delivery would replace all traditional face-to-face teaching. In the second case it was suggested that once all five learning centres were in place that is where delivery of learning would occur; although it was noted that, whilst students appreciated this form of learning it was very costly to the institution. One of the respondents from this institution noted that generally there was a lack of online discussion and interaction and that it was mainly a way of putting students in contact with a wide range of resources. In both these cases it was anticipated that the new way of delivering learning would have an impact on learning and teaching methods and there would be a shift towards a more facilitative mode of teaching.

CS	Teaching and learning methods
H1	There was a view that the university intended to use networked learning to promote blended learning.
H2	Two respondents agreed that a blended approach would best suit the focus of the university and the needs of the students.
H3	Two respondents suggested that blended learning might be the best way forward.
H4	One respondent mentioned blended learning, as an ideal.
H5	The mission statement emphasises that teaching and learning is campus-based; respondents commented that campus teaching could be supported, but not replaced by online learning.
H6	Strategy includes the aim to develop a centrally managed infrastructure that will support delivery of teaching and learning, it is noted that the main impact of networked learning has been for some students who are studying at a distance.
H7	All respondents support the view that networked learning is used alongside traditional methods, seen as useful extra tool. Lab based learning not seen as suitable for online delivery.
H8	Two of the respondents emphasised the role of blended learning particularly for posting resources; but they also noted that a VLE is not appropriate in all situations. The need to start focusing on pedagogy of teaching and learning was noted by one member of staff.
H9	Majority emphasised networked learning as one way of supporting student learning. One stated that technology not necessarily driver of changed pedagogy.
H10	Three people emphasised the use of blended learning with VLE supporting traditional delivery; also developing, as a separate business venture, fully online programmes in specific areas. The delivery model here focuses on e-moderation and online communication.
F1	The focus on blended learning was evident in the interview responses, and was regarded as part of the college's strategy.
F2	Blended learning mentioned by three respondents as the preferred method of delivery at the college.
F3	Six respondents talked about the issue of combining face-to-face methods with online approaches; they emphasised that the vital element in learning and teaching remains the social interaction.
F4	Three respondents suggested that blended learning was probably the best way forward since it could allow teaching to be tailored to the needs of the group, and provide that essential social interaction. There is also a fully online course in one particular discipline, that is now self funding and beginning to generate income.
F5	Two respondents spoke about the importance they attached to face-to-face contact and to videoconferencing as an alternative.
F6	Questionnaire responses emphasise problem-based learning as the delivery method that is to be assisted by technology. Integrated Learning Centres are used to deliver some of the curriculum; with the emphasis on accessing resources online rather than communicating.
F7	Blended learning seen as preferred model; especially for campus based students and it is not expected that this will change in the future (estimate of 20% online delivery).
F8	Blended learning seen as preferred option with need for face-to-face contact noted. Development of learner bases with learning assistant seen as way of changing learning and teaching practices and also for putting students in touch with a range of resources.
F9	Strong emphasis on the use of blended learning with technology seen as an additional tool.
F10	Main emphasis in relation to networked learning was on distance delivery and to provide education for students who are geographically remote.

Figure 7 1: Impact of networked leaning on teaching and learning methods