The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions

Abstract

This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for which at each stage after 2001, a longitudinal analysis was undertaken [see Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14(2), 177–192]. The findings, confirmed by other studies published since 2005, reveal that ensuring the quality of learning and teaching activities is consolidated as the primary driver for using TEL with a committed local champion representing the highest ranked factor in supporting TEL development within an institution. External strategies have been influential, contributing to the rise to prominence of institutional e-learning strategies. The delivery of course content continues to be the most common way in which TEL is used to support teaching and learning. The tools that have increased in prominence are those for podcasting, e-portfolios, e-assessment, blogs and wikis. Regarding new activities, streaming media, mobile computing, podcasting and Web 2.0 are discernibly the greatest. Upgrading staff skills were overwhelmingly noted as the greatest challenge that these new activities would create, with staff development and supportive strategies being seen as the primary remedies. However, the perception of lack of time was identified as the main barrier that needed to be surmounted. Though much of the data remain subtle, clear identifiable differences continue to be discernible between Pre-92 and Post-92 universities.

Keywords:

• technology-enhanced learning
• longitudinal survey
• UK
• universities

Acknowledgements

The authors thank the Joint Information Systems Council (JISC) for their generous funding and active interest in the project throughout its lifecycle. Appreciation is also expressed to the Association for Learning Technology (ALT) and the Heads of e-learning Forum (HeLF) for their guidance when generating the questions. Various committees within the Universities and Colleges Information Systems Association (UCISA), particularly the members of the Support Services Group (SSG) and in turn its Academic Support Group (ASG), of which the four authors are members, regularly provided valuable support, as did the Administrative team within UCISA. Finally, the authors thank the Research Partnership, who was commissioned to prepare and distribute the questionnaires, encourage the returns and produce the preliminary statistical results.

Notes

1. UCISA, Universities and Colleges Information Systems Association. Links to all the UCISA surveys referred to in this article are available at: http://www.ucisa.ac.uk/groups/ssg/surveys.aspx

2. The classification of higher education institutions into pre-92 and post-92 is that used by the Higher Education Statistics Agency (HESA). The 1992 Further and Education Act removed the binary divide between traditional universities and polytechnics, where the latter were under the control of local authorities.

3. The drivers that are not included in this list are: Helping create a common user experience (ranked 6th for all HE in 2008); Helping to standardise across the institution (ranked 8th in both 2005 and 2003 for all HE); Help to standardise the institution with others (ranked overall 19th in 2005 and 18th in 2003).

4. The JISC e-learning programme (October 2003 to March 2009) aims to identify how e-learning can benefit learners, practitioners and educational institutions, and advise on its implementation. See: http://www.jisc.ac.uk/whatwedo/themes/elearning/programmeelearning.aspx