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.
7.2 Changing role of the teacher
There appears to be some anticipation that the introduction of
networked learning would change the role of the teacher towards
a more facilitative role. There is some limited evidence that this
has happened in a few areas within some of the institutions; however,
it is also fair to suggest that there is more of an anticipation
of change rather than evidence of change. It is also interesting
to note the comment from one respondent in H5 that the institution
has always taken a student-centred approach; this comment possibly
reflects this institution’s long-standing involvement with
networked learning and its engagement with research in this area
(H5 has been involved in networked learning for at least 10 years),
which perhaps explains this difference. Evidence of changing practice
in traditional delivery amongst some practitioners can be found
well before the widespread use of networked learning. It is therefore
possible that an interest in teaching and learning amongst certain
academics will lead to a change in their role but that this may
not necessarily occur across the sector, or as a direct result
of the development of networked learning.
7.2.1 Evidence of lack of change in teaching practice
Five institutions (two HE and three FE) did not provide any evidence
of a change in teaching and learning practice because of the
introduction of networked learning. The evidence is shown
in Figure 7-2 below.
| CS |
Evidence of lack of change in practice |
| H2 |
The respondents did not feel that the teacher's role was
changing. |
| H5 |
A change in practice a result of the growth in networked
learning was not suggested, one respondent expressed the view
that student centred, interactive learning had always been
a part of the University's approach to learning and teaching. |
| F7 |
No change yet, but noted that networked learning can allow
staff to 'do other things' if students access online materials;
also one suggesting that staff do not want to change. |
| F8 |
No change yet, but the intention is that it will and there
is anticipation that creation of learner bases will drive part
of that change towards facilitated learning. |
| F9 |
Not happened yet, and much traditional teaching still noted
although a move towards facilitation is anticipated - but time
needed for change. |
Figure 7-2: Evidence of lack of
change in practice
7.2.2 Evidence for changing approaches in teaching practice
The majority of institutions provided evidence of
some changes in their teaching and learning practice as a result
of the introduction
of networked learning, as shown in Figure 7-3 below.
The questionnaire responses suggested that the majority
of academics were likely to have changed their teaching practice;
24 academic
staff responded to the question ‘Has networked learning changed
the balance or nature of your work significantly?’, and 20
of these, (83%), agreed that it had changed. However, the interview
responses indicate that these changes might be limited. Respondents
in three FE colleges referred to networked learning as providing
an opportunity to reflect on the curriculum and the methods of
delivery, and that time needed to be devoted to thinking about
approaches rather than on content. Although staff suggested that
changes were beginning to occur, there were few references to such
changes.
Staff in HE institutions also suggested that teaching
approaches may be changing; although many staff used the VLE as
a repository
for their lecture notes and as a method of communicating student
notices, however there is some reference to more interactive teaching
in some areas. In H5 student centred, interactive learning seems
always to have been a part of the University’s approach to
learning and teaching.
| CS |
Evidence for changing approaches in teaching practice |
| H1 |
Some suggestion of changes in teaching approaches; however,
it is also noted that many staff used the VLE as a repository
for their lecture notes and as a method of communicating student
notices. Teaching is possibly becoming a little more interactive
in some areas. |
| H3 |
The use of the VLE by academic staff has expanded considerably,
although the way in which it is being used varies a lot from
'filing cabinet/repository' use through to interactive materials
and online assessment. |
| H4 |
Networked Learning has provided an opportunity to reflect
anew on the curriculum and the methods of delivery, but academic
staff are beginning to realise that it can be very challenging
in terms of the time required to use e-learning. |
| H6 |
It was noted that there was some limited change in some areas;
but with a wide variation. |
| H7 |
It was noted that there was some limited change in some areas;
but others use traditional delivery methods online. |
| H8 |
One respondent noted a move towards more facilitative role
and networked learning also seen as a catalyst for exploring
teaching and learning but this was in relation to post-graduate
delivery. |
| H9 |
There is a suggestion by one respondent that there may be
move away from big lectures to smaller face-to-face meetings
supported by online communication. |
| H10 |
Development of two separate roles: academic (expert in field)
who creates module materials; this then delivered by e-moderator
who is not necessarily a traditional lecturer and who takes
a facilitative role; however, this applies to fully online
modules only; others were not discussed. |
| F1 |
One respondent suggested that some changes were occurring,
and that teachers were certainly able to use a more discursive
approach. One respondent suggested that the role of the teacher
was becoming more complex. More time needed to be devoted to
thinking about approaches rather than on content. |
| F2 |
Staff are producing new materials, using different teaching
styles and are able to be better organised. |
| F3 |
Few references but the potential for networked learning to
change the role of the teacher is mentioned by one respondent,
who comments that colleagues are becoming facilitators. |
| F4 |
Support from the e-learning team in the production of materials
was having an effect on teaching; allowing greater flexibility,
and time to think about different ways of teaching, and changing
the way they interacted with students. There seems to be a
move to allow greater shared ownership of the development of
materials. |
| F5 |
The potential for networked learning to change the role of
the teacher to that of facilitator was commented on. |
| F6 |
Not mentioned though the discussion about changing nature
of work for teaching staff in Interactive Learning Centres
suggests a changing role. |
| F10 |
Note that there is change from delivery to facilitation;
also access to web provides a 'library'; however, the focus
here is on the fully online delivered programmes rather than
the traditional face-to-face programmes. |
Figure 7-3: Evidence for changing
approaches in teaching practice
|
