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Longitudinal survey of technology enhanced learning in UK higher education

Longitudinal survey of technology enhanced learning in UK higher education Tom Browne, University of Exeter Martin Jenkins, University of Gloucestershire Richard Walker, University of York. 2008 – why another survey?. Written in 2001:

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Longitudinal survey of technology enhanced learning in UK higher education

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  1. Longitudinal survey of technology enhanced learning in UK higher education Tom Browne, University of Exeter Martin Jenkins, University of Gloucestershire Richard Walker, University of York

  2. 2008 – why another survey? Written in 2001: UCISA is aware that a number of issues relating to VLEs are having a significant impact on Computing/Information services. They also represent cultural challenges for both academic staff and students in how they engage with their learning and teaching. Issues relate to choosing a VLE, its implementation, technical support and a whole range of support, training and pedagogic issues relating to its use. Replace VLE with TEL – text just as valid today!

  3. Why now? • Impact of HEA Benchmarking programme • Institutional focus • Challenge of Web2.0 • Personalised, disruptive(?) • Impact of HEFCE (OK, only England) e-learning strategy • Support from HELF, ALT to continue analysis • Support from JISC with some funding • Stimulus of UCISA Top10 concerns (2006/7)

  4. The Questions • Old and New • Removed ‘bean-counter’ questions • Added questions to capture impact of Web2.0 • 5 sections • Factors encouraging development of TEL • Strategic Questions • TEL currently in use • Support for TEL tools • Looking to the Future

  5. The Survey • VLE == MLE == e-learning == TEL • 74 responses from 164 (=45%) • Good spread by UK-country and Type of university • 20 institutions not responded to earlier surveys • 28 responded to both 2003 and 2005 surveys • 7 responded to 2005 survey • 19 responded to 2003 survey • So not getting same cohort; results show consistency

  6. Drivers • ‘Enhancing the quality of learning and teaching activities’ – primary driver – longitudinal trend • ‘Meeting student expectations’ is increasingly important • ‘Committed local champion’ continues to be the strongest influence on the rate at which TEL is developed • ‘Availability of internal funding’ also continues to be very ‘important.

  7. Barriers to development • Top ranked barriers • Lack of time (still the most significant barrier) • Lack of academic staff knowledge • Lack of money (especially in Pre-92 institutions) • Institutional culture • Lack of support staff • Lack of recognition for career development • Barriers generally ranked lower in Post-92 institutions – except for career development

  8. Barriers over time

  9. Institutional TEL provision • Blackboard is the most common ‘Enterprise’ solution VLE (47%) • Moodle is the most commonly used VLE (55%) • But only 11% as main VLE • Reduction in number of systems used since 2005

  10. Web 2.0 provision • Increase in Web 2.0 tools • Provided both centrally and locally

  11. New demands • New demands expected by respondents: • Streaming media • Mobile computing • Podcasting • Web 2.0 • Digital repositories • E-assessment • E-portfolios • Recording of lectures

  12. Usage trends Category A – web supplemented; Category B – web dependent: : (i) content; (ii) communication: (iii) both; Category C – fully online courses

  13. Support Trends • Support for TEL is provided by a range of units. • There is a differentiation of roles within the different support units ranging from technical support to pedagogic support.  • Post-92 institutions have larger Education Development Units with greater numbers of academically-oriented support staff.  • Pre-92 institutions appear to provide more support locally. 

  14. Units providing support • IT Support Unit • Systems support, network, infrastructure and server support, helpdesk, troubleshooting • LTSU • Support for staff using TEL. Content development, staff development, advising • EDU • Pedagogical development • Other • Pedagogic and technical. Specific technologies and projects

  15. Staffing levels Numbers are averages

  16. Conclusions • Web2.0 presents both: • Greatest opportunities • Greatest challenges • Staff Skills • Greatest challenge • Staff development • Primary remedy

  17. What next? • Questions for you! • Online discussion of the Report? • How useful are these snapshots? • How would you like such information in the future • Collected? • Disseminated? • What are the key limitations of such a survey?

  18. Survey available on UCISA web site • http://www.ucisa.ac.uk/publications/tel_survey.aspx

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