Author: David Gill, d.w.j.gill@swansea.ac.uk

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

Higher Education Academy Subject Centre: History, Classics and Archaeology

This case study illustrates...use of video, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, an influence on educational research, staff satisfaction with e-learning, staff personal development, a positive effect on retention, an influence on policy, use of resources, modifications to learning spaces, management of learning assets, an effect on social equality

Tangible Benefits

What tangible benefits did this e-learning approach produce?

Students enrolled in all three institutions (Cardiff, Lampeter and Swansea) were able to pursue modules which could draw on external resources. As the MA is designed as preparation for a research degree this is felt to be a key strength. The pool of lecturers in three institutions allows the syllabus to be enriched in a way that each institution acting on its own internal strengths could not. The collaborative provision also allows students to be introduced to leading scholars in the field.

There is the benefit of teaching as part of a wider team and sometimes colleagues from other institutions attend the seminar. I have found this beneficial for the Greek epigraphy module where we have been discussing complex texts and two academics can emphasise different aspects. Students seem to have enjoyed the dialogue aspect of the module especially when they see staff members explaining difficult issues, for example possible reconstructions of damaged texts. They can also observe how academics handle scholarly disagreement in a gracious and friendly manner. (The nature of the videonetwork encourages politeness.)

There are clear cost-saving benefits. An institution might not be able to employ four epigraphists to contribute to a single module - but across three institutions there can be experts in the field of (say, taking areas from the current grouping) 5th century Attic, late classical Greek, Roman provincial Latin, and Greek from the eastern provinces.

It encourages staff to think about their dress sense.

The statistical analysis (for up to 2005/6, but not yet including 2006/7) suggests that students enrolled on modules delivered by video-conferencing are not disadvantaged.

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

There is an initial period of adjustment to using the video-conferencing network though in Swansea there is an excellent group of support technicians. There is also a training issue for staff who perhaps come in for one or two classes as part of a series; student feedback highlighted this as an issue. There needs to be easy access to an on-site support technician who can solve problems swiftly. This has not been an issue in Swansea but can be a problem at other locations.

Small groups of students can feel isolated from the member of staff if they are in another institution. There needed to be local academic support. DG is the nominated module co-ordinator for modules taught by either Cardiff or Lampeter.

The increased use of the network for meetings has meant that it is sometimes difficult to book a regular slot (e.g. Thursday, 1-3 pm for eleven weeks) for a module. Booking for an academic year needs to take place by early May to ensure rooms. Swansea now has a wide range of studios but this is not the case for Cardiff or Lampeter. Some institutions allow certain subject areas to have priority over a pre-booked room which can cause problems for courses.

There is a need to balance teaching between institutions. Thus each of the three departments tries to offer at least one module for the pool. Greek and Latin epigraphy is taught by staff in each of the three institutions.

The collaborative MA helped to develop the training element for PhD schemes in Ancient History, Classical Civilisation and Classical Archaeology. It feeds into departmental research groups (e.g. The Centre for Egyptology and Mediterranean Archaeology; KYKNOS: the research centre for ancient narrative literature; UWICAH University of Wales Institute of Classics and Ancient History).

Video-conferencing is now an integral part of the School of Humanities which opened its own dedicated video-conferencing facility in 2006/7 to meet the growing demand for use.

The Swansea e-Learning Strategy states:

'When students were surveyed on their attitudes towards and perceptions of e-learning within the University three key themes emerge:

• Students see e-learning as an important part of their studies.
• They do not see e-learning as a replacement for traditional lectures.
• They feel that the provision of e-learning within the University should be extended and enhanced.'

The delivery of lectures by video-conferencing enhances rather than replaces traditional lectures. It maintains a strong contact with members of staff.