Author: Richard Self, r.j.self@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...an effect on exam results, student satisfaction with e-learning, staff satisfaction with e-learning, a positive effect on recruitment, use of resources

Lessons Learned

Summary and Reflection

The only aspect of the e-provision that has provided benefits for some of the Blended mode students is related to the portal provision of access to academic journals, for those students for whom the system worked, enriching their breadth of material used in developing their analysis and argument. This therefore enriches their critical thinking and evaluation which are the cornerstone of Master's level studying and writing.

Without the provision of materials, learning objects, even a full module, that specifically introduces critical thinking and analysis, it can be very difficult to devote the time to this in an online course, whereas it can easily be added into a face-to-face seminar if required.

The pure e-learning approach is clearly working to some extent in that it is marginally improving the FTE numbers and is also providing some students with the opportunity to study our programmes who would otherwise be unable to study because of their circumstances. We have several students studying online MSc programmes who live in Derby.

We have learned from implementing this e-learning approach that pure e-learning in all its forms when compared to face-to-face

• is far more expensive in all respects
• delivers no better results and often worse results
• has far worse retention rates
• generally has lower student satisfaction

I am very surprised that the approach of the project has been to approach the individual projects that are participating from the perspective, as far as possible, of the positive benefits of e-learning with guidelines that strongly indicate that we are to avoid as far as possible the negative and controversial aspects. Surely, as an ethical, scientific piece of research, we are honour bound to be honest in reporting the true situation of each of our projects. I am aware of at least one of these projects already which has been "politicised" into a purely positive report, carefully glossing over all negative aspects.

Project Team response: The case study author made this comment early in the project. He was invited to, but did not attend, the York workshop where all contributors were able to hold open and honest discussions about their case studies and e-learning in general. The majority of authors updated their case studies post York workshop.