Author: Christine Harrop-Griffiths, c.harrop-griffiths@derby.ac.uk

JISC e-Learning Activity Area: Learning Resources and Activities

Higher Education Academy Subject Centre: Business, Management, Accountancy and Finance

This case study illustrates...student satisfaction with e-learning, staff personal development, a positive effect on recruitment, a positive effect on retention, an effect on social equality

Background & Context

Why did you use this e-learning approach?

The University of Derby has been committed to widening participation and encouraging flexibility in teaching and learning for some years. The traditional model of students attending University for face-to-face tuition does not always allow for the achievement of these aims.

By creating a degree which is available in its entirety online, a far greater number and range of students are able to access higher education. International students not able or prepared to come to the UK to study would be able to access this degree course.

What was the context in which you used this e-learning approach?

The University of Derby selected the BA Business Studies degree as the undergraduate course to be offered as an entirely online model. This degree continues to be run as a full-time on-campus course, over three or four years of study.

The final year of the degree is also available as a part-time course. This is particularly attractive to students who complete our part-time HND and wish to progress to a full degree via part-time study.

The online version of the degree is therefore one of a number of modes of study, hence allowing maximum flexibility.

The numbers studying the online BA Business Studies started at around 10 in 2000 and have risen gradually, particularly in the last two to three years. Numbers in 2005/6 were 45 rising to 51 in 2006/7.

The students choosing to take the online degree tend to be mature, often with 'unusual' profiles.

Students who are high achievers tend to be mature, with full-time, often very responsible jobs. These students often need degrees to progress further in their careers. Others may be in jobs which require them to move around a great deal and are therefore unable to attend a standard University course. Some are foreign students wishing to obtain a British degree without having to live in the country to study.

A number of students have taken academic courses in various guises, some of which can be accredited towards the degree.

Very rarely would a typical 18 year old school leaver apply for the online degree.

Students taking the online degree tend to take a number of years to complete the full diet of modules, maybe only taking one or two modules a year.

What was the design?

The initial design of the e-learning modules was set by the Global University Alliance (GUA) platform.

All modules therefore contained specific sections such as:

• course materials
• discussion forums
• digital drop boxes
• assessment

This design has been retained notwithstanding the change to the new platform. Blackboard however features greater functionality.

How did you implement and embed this e-learning approach?

It is recognised within the HE sector that Derby is one of the very few HEIs to have embedded e-learning and as a result, HE Academy/JISC funded an e-learning benchmarking exercise.

In support of the move to e-learning the following occurred:

• All academic staff involved in delivering an online module received training in terms of writing and delivering e-learning module and in use of the platform.
• This training was delivered by GUA as part of the contractual arrangement.
• The change to the Blackboard platform has necessitated further training of staff.
• A dedicated support team has been created to deal with the technical issues surrounding e-learning.