A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Computing science
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student behaviour and their approach to learning. The expectation of students is that the
tools available to them, whether mobile phone, laptop, iPod or MP 3 player, can deliver
information anywhere any time. This has created an expectation of ‘mobile learning’ or
m-learning (Vassell et al., 2006). For example, audio podcasts and SMS messaging all
provide methods of supporting students who often of necessity (e.g. part-time students
or full-time students who cannot attend all lectures) need alternative means of accessing
material. These mechanisms and their use as educational support tools are at an early
stage and have currently been adopted in a piecemeal manner but provide the
opportunity to further support student learning.
Widening participation
Widening participation takes two main forms: a general trend towards relaxing entry
requirements and an increasing number of access course arrangements with further
education colleges and foreign institutions, thereby facilitating transfer and progression
from one course to another. The problems associated with widening participation are
most acute in the further education sector. Higher education provision in further
education is already an area of substantial growth within the computing discipline,
further amplified by the introduction of foundation degree programmes. The associated
problems of work-based learning and transfer routes into higher education are a cause
for growing concern. Providers in further education find difficulty in maintaining
currency due to their heavy teaching loads.
Despite differences in institutional structure and curriculum development, most
departments are aware of the need to widen student access and are committed to
increasing flexibility of both curriculum delivery and student choice within their courses.
Most departments have already adopted flexible modular programmes which support
credit accumulation and transfer schemes and enable students to transfer between
different modes of study. Increased flexibility can lead to complex teaching programmes
and students embarking on the course may lack the ability and prior experience required
to achieve the objectives set by the programme of study. Academic staff must be careful
to monitor individual progress and ensure that students are able to make the necessary
links between discrete units or modules.
While the demands faced by computing science departments are daunting, technologysupported
learning provides both possible solutions and new opportunities. Many
departments are currently developing an e-learning strategy (see Chapter 7) which will
incorporate advanced pedagogical tools into a technological framework, thus enabling
departments to:
• continually improve the quality of course/programme provision;
• attract and retain students;
• widen participation by expanding campus boundaries;
• improve graduate employability.