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LEAP Case Studies

LEAP Case Studies. Neil Ringan & Gill Robinson The University of Huddersfield. Institutional Context. Relatively typical “Post-92” university Wide range of subject disciplines science, engineering, design, technology, business significant proportion of arts, humanities and related subjects

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LEAP Case Studies

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  1. LEAP Case Studies Neil Ringan & Gill Robinson The University of Huddersfield

  2. Institutional Context • Relatively typical “Post-92” university • Wide range of subject disciplines • science, engineering, design, technology, business • significant proportion of arts, humanities and related subjects • work experience a common component within courses • 13,000 FTE students • Significant proportion of part-time learners (even FT registered) • Majority categorised as ‘mature’ • Majority from local geographical area • Widening participation a key institutional strategy

  3. E-learning @ Huddersfield • Development of e-learning over several years • coMentor (JISC JTAP) • ELLEN (TLTP Phase 3) • Use of commercial e-learning products • Adoption of an institutional VLE in 1999 • Blackboard chosen based on experience with ESF projects • Learning Innovation Centre to co-ordinate implementation • Pedagogic, web development and multimedia advice • Roll-out campus-wide from September 2000 • Early adopters used as champions to share experience

  4. Distance Learning in Law • PG Diploma conversion programme for non-lawyers • Introduction to the English legal system • Part-time over 2 years • 7 subjects plus research project • Initial face-to-face induction session • Delivered since 1998/9 academic year • 8 students on initial programme • Content delivered via web • Discussion boards to expand issues (“postgraduateness”) • Tutor email support • Extremely limited use of discussion boards

  5. Distance Learning in Law • Blackboard introduced from 1999/2000 academic year • 20 students recruited • Email tutor support impossible for off-campus students • University security issues – now addressed • Use of discussion boards still minimal • High withdrawal rate from Year 1 (25%) • Many due to lack of clarity about commitment required

  6. Distance Learning in Law • 2000/2001 cohort • 32 students recruited • Still 25% withdrawal rate from Year 1 • Discussion boards still not being used • 2001/2002 cohort • 44 students recruited • Use of discussion boards mandatory and being used … until … • Severe hardware and network problems

  7. Main Lessons • Programmes delivered innovatively on-line can increase student numbers • The teaching and learning programme must be highly structured and clear to learners • Student motivation requires a stable and usable VLE • Collaborative student learning via discussion boards is possible • It has to be designed into the programme from the start • Use has to be mandatory, moderated and monitored

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