CHALLENGES IN DESIGNING FOR EFFECTIVE AND SUSTAINABLE E-LEARNING IN A DUAL-MODE INSTITUTION
Alejandro Armellini1, Roger Dence2
1University of Leicester, United Kingdom, 2University of Leicester, United Kingdom
Higher education institutions offering open or distance learning (DL) provision alongside traditional on-campus delivery can face particular course design, development and delivery challenges on account of their ‘dual-mode’ nature. Such institutions arguably are more typical than ‘mono-mode’, on-campus only or DL-only institutions.This paper describes the background and challenges associated with e-learning in the dual-mode context at the University of Leicester, which is at a critical point in the development of its DL portfolio. To date, such growth has been largely organic and entrepreneurial, and rooted in differing policies and practices in different departments. The aim is to reduce the element of ‘distance’ between on-campus and DL provision and to transform the student experience to provide ‘equivalence’ irrespective of delivery mode, with e-learning and learning design innovations being key enablers of change.The e-learning capability and capacity building role supports academic departments in developing and enhancing e-learning effectiveness by bringing innovations into practice through the dissemination of research evidence. Potential learning technology transitions are based largely on externally-funded projects that inform individual course design and development initiatives.An initial benchmarking of e-learning exercise (2006) and three subsequent research and development projects (between 2006 to 2008) have been central to changes in e-learning design, assessment, embedding and sustainability in both modes of provision.The paper summarises key outcomes in enhancing the e-learning aspects of course design and delivery in both modes. These include improved benchmarking scores in the critical areas of instructional design/pedagogy and learning materials, as well as in e-learning strategy, student understanding of system, student satisfaction and staff recognition and reward.Key levers in narrowing the equivalence gap between modes of provision have been in learning design, expanding and normalising the use of technology, enhancing scope for the personalisation of learning, improving fit to the learning context (eg DL, work-based and CPD), utilising more diverse assessment methods, and improving the learner experience.Over 160 academic and support staff have taken part in intensive e-learning change workshops, resulting in more than 100 new or redesigned online activities. Some 26 internal and external courses to date have involved DL provision.No references included