study of environments to support e- learning in uk further and ... - Jisc

Environments to support e-Learning In UK Further and Higher Education
SURVEY EVIDENCE
The findings of the 2005 survey are presented in this section to provide an overview of
current activity and expectations, where applicable side by side with the results from the
original MLE landscape survey conducted in 2003, which formed its basis.
We show the data for FE and HE institutions separately, so that responses from these
groups can be compared. The HE data has been analysed into three further sub-groups:
Pre-1992 universities, Post-1992 universities and HE colleges.
Unless otherwise stated, all percentages given in the following tables are percentages of the
number of respondents who answered a specific question - within the named (sub-) groups
or within the achieved sample as a whole. In other words, the base (N) shown in the tables
can differ from table to table, and sometimes even within a single table.
In presenting the data, we highlight trends differences 2005 and 2003 data, where questions
and answer options were deemed to be fully or partially comparable. This is achieved by
marking ‘substantial’ changes.
Typically, the criterion used for highlighting is an up- or downward trend of 12.5% (absolute)
or more 1 . For example: from 40% to 53% is +13%; from 40% to 27% is -13%). This is
highlighted in bold+italics+red in the 2005 columns. The idea is that these patterns may
require consideration or can serve as starting points for further exploration or research. This,
we believe, is particularly likely where results are based on a high number of cases and the
relative change in the percentage numbers is also high. (E.g. a change from 13% to 26%
would be +50% relative, from 65% to 78% is +20% relative). We emphasise that other data,
which is not highlighted in this way, can also be relevant, depending on many other factors
and the type of analysis undertaken.
Again, we draw attention to the previous section (Survey Process and Characteristics),
explaining the process and how the data in this report and the spreadsheet have been
derived – see in particular the comments under Weighting and Data in the report and
spreadsheet.
Changes in the questions (open, closed, changed text etc) or answer options (options,
added, deleted or revised) can influence the results and should be taken into account.
1
We have not applied this to ‘not answered’ answer options.
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