UK Higher Education UK Higher Education Institutions - Institutions -

How Flexible, How Virtual, How Flexible, How Virtual, How Soon?How Soon?

Charlotte Ash, (Professor Paul Bacsich), Online Educa ‘99

Introduction Discuss the current status of Flexible and

Virtual Universities in the United Kingdom Draw upon work done at Sheffield Hallam

University under the auspices of the JISC funded “Costs of Networked Learning” project

In addition, a trawl of UK University Web sites was undertaken and revealed interesting results

Demonstrate the move from paper-based distance learning and, slowly,

from traditional campus based learning to an online mode of learning available

to students both on and off campus

Presentation Aim

The The Management of Management of ChangeChange

Extent of Networked Learning Generally instigated by a small number of

enthusiastic academic staff In the majority of Universities there was quite

obviously no strategic coherence at present But the word is beginning to spread and

therefore more coherence is expected in the next 2-3 years

The main reason for moving towards Networked Learning was universal

Force Field AnalysisDRIVING FORCES

individual members of academic staff

dynamism from top level management

project champions

need to increase student numbers with ever decreasing budgets

RESTRAINING FORCES

lack of training in technology

lack of time for development

lack of transparent tools

lack of pedagogical evidence

opportunity cost of development or evaluation

lack of network stability

concerns about quality and standards

Virtual Campus Initiatives in the UK

Sheffield Hallam University http://www.shu.ac.uk/virtual_campus/

De Montfort University http://dld.mk.dmu.ac.uk/ec/frame/frameset/htm

Clyde Virtual University http://cvu.strath.ac.uk/

University of Lancaster http://polo.lancs.ac.uk/campus/

University of Paisley http://www-dlu.paisley.ac.uk/

Virtual Radio University http://www.vru.co.uk/

Conclusions

Institutions feel that this is an uncharted area and are consequently unsure about its status

and structure

Confusion does little more than add fuel to the soap-box speeches of believers and non-

believers

There is currently no accepted methodology of how Networked Learning can benefit the

Institution in the long or short term

AccessAccess

24-hour opening

31% of Institutions offer 24-hour opening Monday to Friday, 27% continue on weekends

Longer opening hours mean greater access to computers without increasing provision

Institutions are concerned about security and misuse / abuse

Students want longer opening hours in the evenings and before lectures but not necessarily in the middle of the night

Laptops

Some Institutions are providing plug-in points for laptops but these are not widely used

Students do not carry laptops around due to the risk of theft and the weight

Students generally own laptops because they take up less room in residences

Computer Ratios

Academic staff have one to one access to a PC at work

The average ratio for students is nine to one Not yet at Dearing recommendation of five to

one by the year 2002 Research shows that upto 90% of academic

staff and 75% of students have access to a computer at home

Internet Access

Whilst most home computers were attached to a printer only half were connected to the Internet

Students, and staff, more commonly use Institutional computers for surfing for work or pleasure

43% of Institutions offered Internet access from Halls of Residence - this is always charged back to the student

Student Student PerspectivesPerspectives

Views“Learning packages

back up learning but do not replace a teacher, lecturers

or lectures”

“Using computers has made many aspects of the course a lot easier but I agree that there

are a lot of hidden costs involved”

“I have found Networked Learning

more flexible e.g. I can log on to University

web sites and view lecture slides whenever

I want”

“90% of my course ... has been done

at home”

Employment

0%

10%

20%

30%

40%

50%

60%

1-16 hours 17-32 hours 33+ hours

Overall 33% of students are in employment42% of postgraduates are part-time students but work over 33 hours per week

Spending

The 1996 National Union of Students survey found that students were spending £89 per annum on computer software and hardware

Our survey found that students were spending £81 just on computer consumables per annum

Most students purchased a home computer for between £1000 and £1500

96% of undergraduate students believe that Networked Learning is increasing the cost of education

Conclusions

The cost is offset by the view that Networked Learning is enhancing the learning experience

Networked Learning may increase the cost but students feel that the experience is more enjoyable and may be more

permanent

Students definitely feel more in control with Networked Learning due to the flexible nature

Main Main ConclusionsConclusions

Main Conclusions

There has been a considerable, but often invisible, move towards online learning

It is definitely flexible and learner controlled

But not necessarily virtual

For a copy of this presentation and information about the Costs of Networked Learning project see -

http://www.shu.ac.uk/virtual_campus/cnl/