1. Whose needs count? The University under Pressure to fulfil the National e-Learning Benchmarking
Dr. Berenice Rivera Macías, INSPIRE, Anglia Ruskin University
This presentation is based on the ‘VLE Review Report’ by the Web Review Team, Anglia Ruskin University, October 2008.

2. e-Learning Context
A movement towards the development and implementation of e-learning and e-teaching
Further and Higher Education Sector
FE and HE Institutions
Variations across pre- and post-92 universities
Context-specific learning and teaching experience

3. UCISA
‘Technology Enhanced Learning’ (TEL) defined by UCISA as: Any online facility or system that directly supports learning and teaching. This may include a formal VLE, an institutional intranet that has a learning and teaching component, a system that has been developed in house or a particular suite of specific individual tools. (Browne, Hewitt, Jenkins and Walker 2008:2).

4. UCISA Two challenges: The HEA e-learning benchmarking programme
The rapid rise of Web 2.0
The required subsequent support needs to concentrate mainly on staff development and strategies (Browne, Hewitt, Jenkins and Walker 2008:7-10). This should be informed by rigorous research on staff and students’ perspectives (Bennett, Maton and Kervin 2008:10).

5. JISC Projects: Distributed e-learning Programme
HEFCE funded for
Developed technologies and explored cultural and organisational issues around the use of technology to support lifelong learning
e-Framework: explores ways to enable service-oriented education technologies and improve interoperability between systems
Learners’ Perspectives on e-Learning

6. Selected JISC Recommendations Based on the Learner’s Perspective on e-Learning
Issues & Constraints
Learner’s Perspective
Implications for Institutions
Implications for Tutors
Staff reluctance to engage
Turn to informal networks (peers, family, work colleagues)
Allow creative learning design based around VLEs [Avoid passive-learning use of VLE]
Need to develop their own skills in using technologies
Unawareness of social technology and other technology used by students
Levels of information technology literacy vary
Support for individual learners [attention to the digital divide]
Responsible to be techno-knowledgeable and support students across the spectrum of the digital divide
Missing the opportunity to use them in learning and teaching
Urgent need to establishing a culture of listening to learners
Improving choice and flexibility. Allow learners to personalise their learning technologies when this has clear benefits
Development units should come in assistance

7. Becta
Building e-maturity remains a challenge across the educational sector (Becta 2007:9)
The Harnessing Technology Strategy (Becta 2007:2) recommended:
Fit-for-purpose technology, systems and resources
Capability and capacity of the workforce, providers and learners
Efficiency, effectiveness and value for money across the system
Improving learner and systems performance

8. e-Learning & e-Teaching at a Post-92 University
Adoption of a new Virtual Learning Environment (VLE)
Investing in the necessary ICT infrastructure
Development of an institution-wide strategies for flexible and distance learning
Higher Work (Employer Engagement)

9. The Students’ View: Advantages and Disadvantages in Technology Supported Learning
Flexibility
time and space,
less paper work.
Rigidity
feelings of isolation,
dependence on others,
dependence on information to be uploaded.
Access
speed,
through various time and space,
to on-line communication,
to other and diverse students
to tutors,
to and through resources and information,
to and through technology,
to up-to-date information.
Issues with Access
when systems are down and connection fails,
when technology is insufficient,
with peers’ slow communication,
with tutors’ late feedback,
by the lack of provided and available training to students and tutors,
unreliable sources of information.

10. The Students’ View: Advantages and Disadvantages in Technology Supported Learning
SUPPORTS AND ENHANCES LEARNING
addresses different learning styles,
encourages self-learning as well as peer- learning,
wide raging stimuli.
LITTLE SUPPORT THAT HINDERS LEARNING
poor support related functions,
inadequate technical help,
inconsistent academic support,
issues with self-motivation.
ATTRACTS MATURE STUDENTS
develops skills,
improves confidence.
INTIMIDATING FOR STUDENTS
stressful where training has not been provided,
expensive,
unfairness when not owning a computer,
ambiguity in clarity causing misinterpretations and sense of unreliability among users.

11. The Staff’s View: Strengths & Weaknesses in Current VLE
Flexibility
time and space,
less paper work
Rigidity
unmanageable, difficult to use
links expire, out-of-date material cannot be removed,
little flexibility in discussion boards,
old-fashioned interface and operability,
restrictive,
one-dimensional, not very engaging,
tutor have to get permission to enrol students
not an intuitive tool

12. The Staff’s View: Strengths & Weaknesses in Current VLE
ACCESS
through various time and space,
to on-line communication with students and between students,
to and through resources and information,
to and through technology,
is safe, private and confidential,
independently
ISSUES WITH ACCESS
when systems are down and connection fails,
system is unavailable at times,
students and staff setting VLE up in off-site PCs
insufficient training to students and tutors (not enough e-confidence to use the VLE)
SUPPORTS AND ENHANCES TEACHING
varied used of materials (repository, quizzes, discussion forums)
easy to track assignment submission
allows formative assessment
addresses different learning styles,
controlled by the tutor,
student tracking
LITTLE SUPPORT THAT HINDERS TEACHING
Insufficient training to staff
scarce learning technologists,
tools are poor (discussion, chat),
not practical for all courses (e.g. NHS),
over-controlled by the tutor, students have not input

13. Selected References
Becta (2007) ‘Harnessing Technology Review 2007: Progress and Impact of Technology in Education.’ Available online: Accessed on: 17/09/2008. Becta (2008) ‘Harnessing Technology Next Generation Learning A Summary.’ Available online: Accessed on: 18/09/2008. Becta (2008) ‘Institutional e-maturity’. Available online: Accessed on: 11/12/08. Bennett, Sue, Maton, Karl, and Kervin, Lisa (2008) ‘The ‘Digital Natives’ Debate: A Critical Review of the Evidence.’ In British Journal of Educational Technology. Vol. 39, 5: Available online: Accessed on: 22/09/2008. Browne, Tom, Hewitt, Roger, Jenkins, Martin, and Walker, Richard (2008) ‘UCISA Survey Survey of Technology Enhanced Learning for Higher Education in the UK.’ UCISA. Available online: Accessed on: 18/09/2008. JISC (2007a) ‘In Their Own Words. Exploring the Learner’s Perspective on e-Learning.’ Available online: Accessed on: 18/09/2008. JISC (2007b) ‘Student Expectations Study. Findings from Preliminary Research.’ Available online: Accessed on: 23/09/2008. JISC (2008a) ‘Distributed e-Learning Programme.’ Available online: Accessed on: 18/09/2008. JISC (2008b) ‘Distributed e-Learning Programme. Stories from the Regional Pilot Projects.’ Available online: Accessed on: 18/09/2008. JISC (2008c) ‘The e-Framework. Briefing Paper.’ Version 2 (April). Available online: Accessed on: 18/09/2008.