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

Tangible Benefits

What tangible benefits did this e-learning approach produce?

• Over the past years there has been a gradual increase in satisfaction levels reported by online students.
• The student feedback shows that they are impressed with the Derby e-learning experience. A number compare their experience as students of the University of Derby favourably with previous experience gained with other Universities.
• Students are generally very complimentary about the support given by the academic tutors.
• Student progression on the e-learning programme is very commendable.
• Very pleasing this year has been the achievement by an online student of a first class honours degree.
• A few years ago a series of guidelines for tutors were written to help them with the delivery of online modules
• This series of protocols has been very successful in improving staff/student interaction.
• The operation of an online programme has raised the skill expertise of staff.
• Online material can be used to support on-campus students.
• The existence of an online degree has improved student retention. A number of students have been unable to continue with the on-campus study for a variety of personal reasons. Instead of having to abandon their studies altogether, they have been able to complete their degree online, in a manner to suit their individual circumstances.
• The experience gained in delivering e-learning modules has made the participation in the Pathfinder project feasible. One important strand of this project is to deliver degrees in two years.
• The University of Derby launched an Accelerated degree in Business Studies last year. By studying three modules online during the first summer and one to two during the second summer, students are able to complete a degree in two academic years.
• Whilst it is too early to assess the success of students involved in the accelerated degree, it is certainly true that it has attracted a cohort who would probably not have contemplated a traditional three year degree.
• This example of the accelerated degree utilising e-learning modules has an obvious benefit in fulfilling the University's mission of widening participation and increasing flexibility.

Did implementation of this e-learning approach have any disadvantages or drawbacks?

• A number of academics were initially quite reluctant to engage with e-learning, largely because of fear of the unknown.
• Staff workloads have been an issue in some instances.
• Staff have needed to develop more advanced e-tutoring skills.
• There was an expense involved in initial and ongoing training of staff involved in delivering e-learning.
• Timeliness of response to student queries can be an issue as tutors are only available for a limited period of time. There could of course be time zone issues with some overseas students.
• Some academic staff tend not to be proactive in contacting e-learning students.

How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?

• Initially the e-learning approach was driven by the University's membership of the Global University Alliance.
• Derby has subsequently developed tremendous expertise in the field of e-learning.
• Derby is a leading provider of e-learning programmes - there are currently 19 programmes running that are completely e-learning.
• Derby is also a sector leader in the use of Computer Aided Assessment.
• The University has embraced the e-learning approach for future delivery. There is a proposal for all future delivery of programmes to incorporate one e-learning module per stage.
• Derby is also a sector leader in the use of work-based training, winning the 2006 Times Higher Award for the most Imaginative Use of Distance Learning.