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
ALT-C, University of Leeds, September 2008
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!
ALT-C, University of Leeds, September 2008
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)
ALT-C, University of Leeds, September 2008
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
ALT-C, University of Leeds, September 2008
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
ALT-C, University of Leeds, September 2008
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.
ALT-C, University of Leeds, September 2008
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 Post92 institutions – except for career
development
ALT-C, University of Leeds, September 2008
Barriers over time
Top 7 of 16 rankings
Extent to which lack of ... Is a barrier
Rank 08
Rank 05
Rank 03
Time
1
1
2
Academic staff knowledge
2
7
4
Money
3
2
1
Institutional culture
4
8
-
Support staff
5
3
5
Career development recognition
6
4
-
Academic staff development
6
4
-
ALT-C, University of Leeds, September 2008
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
ALT-C, University of Leeds, September 2008
Web 2.0 provision
Increase in Web 2.0 tools
Provided both centrally and locally
Centrally Provision
Devolved provision
Blog
72%
46%
Podcasting
69%
31%
E-portfolio
68%
11%
Wiki
64%
34%
Social bookmarking
28%
30%
ALT-C, University of Leeds, September 2008
New demands
New demands expected by respondents:
Streaming media
Mobile computing
Podcasting
Web 2.0
Digital repositories
E-assessment
E-portfolios
Recording of lectures
ALT-C, University of Leeds, September 2008
Usage trends
70%
Mean Percentage
60%
Pre-92
50%
Post-92
40%
Coll
30%
Eng
Wal
20%
Sco
10%
0%
A
B(i)
B(ii)
B(iii)
C
Category
Category A – web supplemented; Category B – web dependent: : (i) content; (ii) communication: (iii) both;
Category C – fully online courses
ALT-C, University of Leeds, September 2008
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.
ALT-C, University of Leeds, September 2008
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
ALT-C, University of Leeds, September 2008
Staffing levels
IT
Support
Unit
Learning technology staff
LTSU
EDU
Other
0.6
5.8
1.5
2.9
13.8
1.3
0.2
1.3
Administrative staff
0.6
0.3
1.0
2.1
Academic staff
0.1
0.4
3.0
1.9
Other staff
3.5
0.2
1.0
11.7
Mean Total
18.6
8.0
6.7
10.9
IT support staff
Numbers are averages
ALT-C, University of Leeds, September 2008
Conclusions
Web2.0 presents both:
Greatest opportunities
Greatest challenges
Staff Skills
Greatest challenge
Staff development
Primary remedy
ALT-C, University of Leeds, September 2008
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?
ALT-C, University of Leeds, September 2008
Survey available on UCISA web site
http://www.ucisa.ac.uk/publications/tel_survey.aspx
ALT-C, University of Leeds, September 2008