JISC case study: Online delivery of BA Business Studies

In 2008, the JISC-infoNet report ‘Tangible Benefits of e-Learning’ was published, together with 37 supporting case studies. The case studies covered a diverse range of e-learning activities in a variety of educational settings. The studies were not presented as specific examples of each particular set of circumstances, but as examples that have wider relevance to other organisations considering possible benefits from e-learning. As part of my work for Unit H807 from my MEd course with the Open University, I have been reviewing some of these case studies.

The University of Derby wanted to widen participation and encourage flexibility in teaching and learning, something that is not always possible with face to face delivery. The university, which regards itself as a leader in the fields of e-learning and work-based training, decided to offer a BA in Business Studies that was delivered entirely online.  This degree is still offered as a full time course on campus, but the online course was intended to appeal to a different cohort of learners, particularly more mature students and those who were based overseas, who were not able to attend on a full-time basis.

Staff at the university were trained to write and deliver e-learning courses via the university’s VLE. This training represents a considerable investment by the university, especially since it has been ongoing following changes in the platform used for the VLE. The university also has a dedicated support team.

The project has delivered a number of benefits. The goal of increased participation ahs been achieved, since the course has been completed by students who probably would not have attended a full-time campus-based course. Some students who started their studies on campus have completed them online, which has prevented these students from dropping out of the course altogether. The university notes that student satisfaction levels are high and improving. Campus-based students can also benefit from access to e-learning materials to support their studies. The university notes that the staff have developed their skills during the project.

This project required a considerable investment in terms of staff time. Staff members have been required to undergo training, to set up the course and to facilitate its online delivery. It is perhaps not surprising that the university notes that some members of staff were initially reluctant to engage with the project and that managing staff workload has been an issue. The timeliness of staff-student interactions has also been identified as an issue, although it is not clear whether this is an issue associated with staff workload, or whether the fact that students may be in different time zones is an issue.

Difficulties in engaging staff in a project involving technology are often attributed to a “fear of the unknown”, but the issue of workload may also be a factor. This is a key consideration for any organisation introducing an e-learning programme.

Update – a few personal thoughts: The issues of staff time and workload seem to be appearing regularly in these case studies. I think that these are issues that are frequently overlooked by those who aren’t directly involved with the development or implementation of an e-learning package.

The school where I work recently subscribed to the My Maths website. There were suggestions that this would reduce staff workload, but in practice the time saved by not setting and marking one written homework a fortnight is more than compensated for by the time spent leaving feedback online; responding to student e-mails when they experience difficulties; providing drop-in support sessions and following up on any students who have experienced difficulties. Writing e-learning materials can certainly be time-consuming – but so can using them if interaction with students is involved.

This all sounds a bit negative, but that’s not my intention – I think my students have gained enormously from being able to access the materials on My Maths. It has been a significant innovation, but it’s not a time-saver.