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.
7.5 Student experience
The potential that networked learning
offer for using discussion and interaction as a means of promoting
student learning was
noted by those interviewed. However, like other aspects of teaching
and learning, the main emphasis was on its potential with few
examples provided of its actual use. Where examples were given,
these tended to refer to specific cases or areas within the institution.
Online discussion and interaction were recognised by one respondent
as potentially offering a better means of communication for certain
types of students. The apparently limited use of discussion and
interaction could be interpreted as a lack of interaction within
teaching and learning. However, if it is examined alongside the
comments suggesting that the majority of institutions aim to
develop a blended approach to teaching (Section 7.2), it could
be seen as effective use of a range of different tools by academics
to promote learning, where discussion and interaction as still
primarily carried out face-to-face.
A move towards a more student-centred
focus in teaching and learning was not discussed by many of the
respondents. In the three HE institutions
that mentioned this issue, it seemed to be more an aim than a reality;
it was perceived as being time consuming (H1) and something that
students need to be prepared for (H6). Six FE colleges also noted
it as an aim except F5 and F6 where the VLE (F5) and new Information
and Learning Centres (F6) were seen as supporting more student
centred approaches. F8 suggested that not all students are able
to take responsibility for their own learning, echoing H6’s
view that this needs additional support and preparation.
Figure 7-6 and Figure 7-7 below give
some evidence of the impact of networked learning on discussion,
interaction, and student centred
learning.
| CS |
Student centred learning |
| H2 |
It was noted by three respondents that some attempts are
being made to achieve this but it can be very time consuming. |
| H5 |
The university has a strong commitment to collaborative and
interactive work prior to the introduction of networked learning,
although this was seen as a way of supporting such work. |
| H6 |
Some mention of self-directed learning but also that students
need prepared for this. Networked learning seen as potentially
promoting student centred learning |
| H7 |
One respondent commented on the 'controlling' element of
the VLE with focus on tutor in control. |
| F1 |
Some mention that networked learning offered more flexible
learning opportunities to students. |
| F3 |
Three respondents noted this as an important goal to work
for. |
| F4 |
One respondent noted it as in evidence. |
| F5 |
VLE being used to promote a more learner centred approach.
Networked learning offers more flexible access and is seen
as providing a more enjoyable learning experience. |
| F6 |
Strong emphasis (repeated) by one person + supported by one
other that the ILCs have been developed to put students at
centre of learning process. Ability to work individually with
support in ILC. |
| F8 |
The need for students to take more responsibility for learning
noted (but also that not all students can manage this). Online
learning is also seen as providing access to more interesting
materials. |
Figure 7-6: Impact of networked learning
on student centred learning
| CS |
Discussion and interaction |
| H1 |
Limited examples that suggest some discussion and interaction. |
| H2 |
Four respondents noted the potential for increased interaction
and that many tutors and departments are making use of online
communication and discussion boards. There are quite a lot
of online activities that the students can do individually
or in small groups, online collaboration and conferencing,
online group work and a lot more use of the virtual classroom
and chat facilities. |
| H3 |
Four respondents note that this is an area requiring development
but that there is some occurrence of both discussion and interaction
online. |
| H4 |
Two respondents suggest that students feel positive about
using networked learning; an increase in collaborative activity,
seminars and discussion were noted. |
| H5 |
Two respondents state that the institution has always emphasised
discussion and interaction in its teaching; some mention of
online environment used for this purpose. |
| H6 |
Limited mention of the use of VLE for tutorial interaction
that is student led. |
| H7 |
VLE seen as a useful communication channel; impact of online
discussion for certain types of students noted (easier for
quite students); changes in student behaviour when communicating
online compared to face-to-face also noted by one respondent. |
| H8 |
One respondent noted several aspects of online communication
were used and worked well on a postgraduate course; however,
no mention of its actual use with undergraduate students. |
| H9 |
Limited mention of discussion via online noted in one or
two courses but also reluctance by many staff to use this facility. |
| H10 |
Not specifically discussed; however, for fully online delivered
programmes there was considerable emphasis on e-moderation
and daily interaction with students. |
| F1 |
No mention. |
| F2 |
Two respondents suggested an increase in online discussion
and interaction some of which is assessed, and gave examples
given of students using discussion boards. |
| F3 |
Two respondents suggested the importance of discussion and
interaction that indicates that teaching may be more interactive
now. |
| F4 |
Two respondents referred to online chat sessions; one identified
this as an advantage and that networked learning promoted greater
interaction; one respondent recognised that networked learning
could lead to greater social isolation. |
| F5 |
Four respondents noted positive impact of networked learning
in promoting a variety of online discussions and use of interactive
materials. |
| F6 |
Limited mention of interaction and discussion online except
that students can contact staff using communication tools;
one person suggested VLE currently used to provide resources. |
| F7 |
One respondent noted that for one group the provision of
online chat had taken off - that this form of communication
included a 'social life'. |
| F8 |
no mention. |
| F9 |
It was stated by one respondent that all students should
have the ability to communicate online with each other and
tutor; however, no further mention was made of it actually
occurring. |
| F10 |
Three respondents felt that there was some collaboration
between students in a virtual college; online environment used
as main mean of communication, students email each other. However,
there is no online actual collaboration (eg assessed or project
work); the potential of this kind of communication for part-time
students is commented upon. |
Figure 7-7: Impact of networked learning
on discussion and interaction
|
