Volume Two - Academic Conferences

Simon McGinnes
professional IT grows. We want to reflect this diversity by offering students choice, according to their
level of prior knowledge, interests and career requirements. An overarching aim is to structure the
program and services around students’ needs rather than those of the institution.
A blended learning approach has been shown to be effective for mature students (Jennings, 2005,
Bowman and Kearns, 2008). Synchronous and interactive teaching styles, including group sessions,
live meetings and lectures, can fruitfully be combined with asynchronous methods such as blogging,
wikis and podcasts (Billhardt, 2010). But at Trinity College there are barriers to the use of blended
learning. As a traditional bricks-and-mortar institution, the College is emphatically not in the business
of distance learning; the tradition of face-to-face teaching is valued, and services are structured to
support conventional teaching methods (predominantly lecturing). The evening IS programme goes
against the grain because it facilitates learning by adults in an unconventional course structure. While
the College endorses lifelong learning, this does not necessarily translate into structures and services
that facilitate it. Nevertheless, the goal in the IS programme is not to dispense with conventional
teaching methods, but to introduce blended learning whilst retaining the all-important “Trinity
experience”.
3. Prior work
Historically the IS programme has been delivered in much the same way as daytime degree courses:
face-to-face lecturing, often using whiteboard and PowerPoint, with occasional use of more innovative
teaching methods. However, various experiments have been made with eLearning (Jennings, 2005,
Mullally et al., 2006). In one, online synchronous delivery (OSD) was attempted. Lectures were
broadcast live on the web at set times; students participated via online chat, mainly from home. Owing
to bandwidth limitations the lectures were delivered in audio only. The results were disappointing;
students considered the experience inferior to traditional face-to-face lectures, and complained of a
sense of isolation. OSD was seen as a pale imitation of the “real thing”: traditional lectures (Jennings
et al., 2007). This outcome tallies with research which suggests that student engagement in
eLearning can be poor and the results unsatisfactory (Billhardt, 2010). However, the online lectures
were recorded for later use by students; this led to the insight that asynchronous learning could be
useful in this context since the students could use the recorded lectures where and when they chose
(Jennings, 2005).
Another insight was that technical infrastructure was crucial; in this case, network bandwidth was
insufficient to support video. This experience highlights the relatively expensive and complex nature of
eLearning for providers. In conventional, low-cost, low-dependency university teaching, each module
is handled by a single lecturer acting individually. In contrast, eLearning is a morecomplicated
undertaking; it requires coordinated effort on planning, logistics, preparation, training, technology,
teamwork and support.
4. Actions taken
A series of linked innovations has been introduced using an informal action research approach,
building on prior efforts (Jennings et al., 2007, McGinnes and Dowling, 2010). The aim has been to
increase flexibility and choice at minimum cost, whilst reinforcing the programme’s valuable
collaborative nature. The impact of changes has been assessed over a three-year period using
participant observation and student questionnaires. The innovations are outlined below.
First, we adopted a single programme-wide virtual learning environment (WebCT). While this
particular environment may not be optimal for every purpose, there are advantages in taking a
programme-wide approach. For example, support and training can be streamlined and a single focus
is provided for student interaction. Discussion groups have been established, allowing students who
work separately and at odd hours to feel connected and to assist one another (Jennings, 2005,
Billhardt, 2010). Online, self-paced coursework modules are provided in practical subjects, such as
programming; students can repeat or skip sections as required. This reflects the fact that many
students already have expertise, and supports the way many mature students are thought to learn
best: by seeing and doing, interacting with material and trying out ideas.
Lecturers are encouraged to experiment with eLearning, and a trained administrator provides training
and support to staff and students; arrangements have been revised so that support is available out of
office hours. As a pilot, selected lectures have been made available as podcasts which students can
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