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/