Author: Dr Ian G Anderson, i.anderson@hatii.arts.gla.ac.uk

JISC e-Learning Activity Area: Technology-enhanced Learning Environments

Higher Education Academy Subject Centre: History, Classics and Archaeology and Philosophical and Religious Studies

This case study illustrates...an effect on learning, an effect on exam results, staff satisfaction with e-learning, an influence on policy, modifications to learning spaces, management of learning assets, an effect on social equality

Further Evidence

Moodle, and before that icampus, have enabled me to achieve what I wanted; an integrated and efficient means of providing course material and communication online. I could, and perhaps should, have experimented more with how I taught, but in a subject that is itself about the appropriate use of ICT I'm aware that sitting behind the 'bleeding edge' is no bad thing. In particular I remain to be convinced that the benefits of developing online discussion forums further outweigh the costs, at least for the characteristics of my current student cohort.

The most noticeable benefit came when teaching a blind student for the first time this year. Having the entire course content online was certainly beneficial although it also exposed weaknesses in my composition of PowerPoint slides and the way I explained material in lectures. However, without Moodle the quality of support we were able to offer this student would have been greatly diminished and I doubt that they would have been able to perform to the best of their ability.