Executive Summary - Scoping e-learning: Use and Development in Health Sciences & Practice (Year 1), 11/01/2008
This study funded by the Health Sciences and Practice Subject Centre (HEA) aimed to survey e-learning implementation in health sciences and practice disciplines throughout the UK.
Its objectives were to:
- explore issues influencing implementation and use by both early and late adopters
- identify barriers to implementation and good practice
- review the employment of e-learning within curricula representing a range of teaching models
In phase one, a postal survey obtained data from 25 higher education institutions relating to their uptake and development in this field. A second phase identified four case studies, two from early and two late adopters, reflecting the features identified from phase one. In the case studies interviews and focus groups with students and staff were conducted to gain a deeper understanding of the issues which were significant to them.
The main findings suggested e-learning development and use varies, with a spectrum of use across the sector. The predominant engagement is with instructivist learning approaches managed through a Virtual Learning Environment with only limited experimentation in interactive learning online.
The characteristics of early adopters included:
- Access to external funding
- Presence of committed local champions
- Strong institutional support
- Central and local learning and teaching strategies that reference e-learning
- Student and staff are external drivers for e-learning development
- Using online mechanisms for administrative processes
The characteristics of late adopters included:
- Lone enthusiasts
- Limited organisational support
- Limited need for e-learning
- Maintain paper based administrative processes
The key barriers to development and use include:
- Poor strategic approach to development
- Lack of a local and centralised staff development programme
- Staff lacking in IT skills
- Poor student IT skills
- Lack of student awareness of e-learning resources
- Technology not pedagogy driven
- Lack of computer resources in clinical workplace environments
- Lack of demand from students,
educational purchasers and academic staff
Currently IT systems are being employed to administer student data by a number of providers and the majority are keen to move towards a single entry point, accessible by academics, students and administrators. Most e-learning applications are concerned with information retrieval and database use. A number of learning resources available concentrate on information provisions through CD Roms and PowerPoint presentations. The vast majority of course provision is centred on the institutional virtual or managed learning environment (VLE/ MLE). Employment of these was limited in many cases to information provision and retrieval and more limited use of interactive features such as discussion boards and virtual classrooms. The main method of communication between students and staff is through email with only limited examples of Web 2.0 technologies, such as wikis or social networking sites being used and additionally mobile technologies were under utilised. This may reflect a view that the e-learning is best used to deliver particular curriculum areas, such as biological sciences, where factual information takes precedence over discursive techniques used in the social sciences.
The development of institutional and local e-learning strategies has the potential to enhance uptake and future engagement. Local strategies are being influenced by national initiatives, such as the proposals for life long learning and widening participation agendas ( e.g. Scottish Executive, 1999; DH, 1998; 2000; 2001; DfES; 2003; DfEE 2003; HEFCE, 2005). Curriculum review involving stakeholders can identify appropriate opportunities for e-learning that are context specific. From this institutions can target resources towards development, purchase of existing materials, review collaborative arrangements with other providers and consider the use of open source materials. Given the continuing variance in IT skills amongst students and staff, development programmes are required. Local provision of continuing staff development in IT use was seen as important to e-learning inception and use. The provision of student training and information on e-learning use should not be overlooked.
E-learning use could be supported through:
- Development of institutional strategy for e-learning, taking into account national drivers and local context
- The implementation of strategies may be aided by the inclusion of aims, targets, key roles, identifying resource base, monitoring and evaluation of effectiveness
- Identify ways forward in provision:
- development (resources, champions, training needs, funding)
- purchase or access existing materials e.g. Reusable Learning Objects
- consider collaborative arrangements with other providers
- consider the use of open source materials
- Provision of a local IT staff development programme
- Consider where staff might access more technical support for development
- Provision of a local IT student development programme
- Consider providing support materials for IT use on the web
- Provide students with key information on learning resources available within the institution and beyond
- Institutions developing IT materials to consider IPR, access, copyright and licensing issues to enable wider sharing
The findings suggest there is scope to engage late adopters in further appropriate work by establishing a support culture where e-learning practices and resources can be shared. Established centres of innovation have much to offer the broader sector, including their experience of operationalising strategy at institutional and individual levels; in addition to their expertise in e-learning development and use. Wider dissemination of e-learning might be facilitated through the sector by funding bodies such as Higher Education Academy Subject Centres.. A broader understanding of the barriers to, and potential benefits of, e-learning should support further its development and effective employment in health sciences and practice. The recommendations for practice identified above include some key considerations and actions for potential new adopters and those wanting to develop the use of e-learning in the field. Given these conclusions the field is ripe for future development and engagement in e-learning.
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