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

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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. 6
Section 1: E-learning development Environments to support e-Learning In UK Further and Higher Education 1.1 There are many ways of organising the development of processes to support e- learning within institutions. Which one of the following options best describes how you are currently organising developments in this area? Please tick one only. In 2003 the comparable question was: 1.1 There are many ways of organising MLE development within institutions. Which one of the following options best describes how you are currently developing your MLE? Tick one only. Table: Current method of developing processes to support e-learning / MLE Total FE HE - Pre ‘92 HE - Post ‘92 HE college HE all 2005 2003 2005 2003 2005 2003 2005 2003 2005 2003 2005 2003 N = 236 358 169 256 32 45 22 39 13 18 67 102 Activity predominantly centralised 39% 39% 37% 36% 41% 40% 36% 56% 69% 44% 45% 47% Devolved responsibilities within institution-wide initiative 42% 27% 41% 27% 41% 33% 55% 21% 23% 28% 42% 27% Departmental/local initiatives only with little or no integration 12% 7% 14% 7% 9% 11% 5% 0% 8% 11% 7% 7% Work planned but not yet started 2% 15% 2% 15% 0% 11% 5% 15% 0% 17% 1% 14% No real work done in this area 4% 12% 5% 14% 6% 4% 0% 8% 0% 0% 3% 5% Not answered 1% 1% 1% 1% 3% 0% 0% 0% 0% 0% 1% 0% • The reference to MLEs was removed in the 2005 survey 2 . • 6% indicates that no work has been done or is planned (down from 27%). • Predominantly centralised activity (remaining on 39% overall) and devolved responsibilities within an institution-wide initiative (up from 27% to 42%) are cited almost equally often as the current method for development. • The percentage of Post ‘92 universities reporting a model of devolved responsibilities within an institution-wide initiative has gone up since 2003 (from 21% to 55%). • The overall percentage of institutions reporting a predominantly centralised model remains the same; the percentage reporting this model is down for Post ‘92 universities (from 56% to 36%) but up for HE colleges (from 44% to 69%). 2 This comment applies throughout the questionnaire and will not be repeated with each question. 7
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SECTION 1: e-LEARNING DEVELOPMENT T
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1.9 Which, if any, of the following
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Module selection (where applicable)
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Staff access to management informat
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3.4 Which external strategy documen
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4.3 How has conformance/compliance
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4.9 How do all modules or units of
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4.15 How is VLE development support
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4.20 Do any of the following groups
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SECTION 6: ABOUT YOURSELF 6.1 Pleas
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SECTION 1: MLE DEVELOPMENT The firs
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1.5 Which, if any, of the following
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1.9 ALL PLEASE ANSWER: How are you
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SECTION 2: MLE - CURRENT AND FUTURE
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Extent of integration Staff access
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3.5 Which one of the following best
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4.4 How many students currently use
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4.13 Does your institution have a s
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SECTION 5: PORTALS Portal is a netw
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SECTION 6: ABOUT YOURSELF 6.1 Pleas
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Higher Education Institution 2005 r
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Further Education Institution 2005
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Further Education Institution Exete
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Further Education Institution 2005
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Education for Change Ltd The Resear
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