Chapter 7: Mainstreaming e-learning in DCU

Introduction
You have reached the webpage for discussion of Chapter 7 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 7 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary

Chapter 7 focuses on the outcomes of the widespread consultations with staff and the survey of academic staff which aimed to identify factors that would facilitate or inhibit the mainstreaming of eLearning in DCU. Almost 60 consultation meetings took place and 139 academic staff responded to an online questionnaire survey (25.6% response rate).

The main findings of the staff consultation meetings are:

• There is evidence of enthusiasm and strong expertise for eLearning with a recognition of the need for new approaches. There is also, among other staff, a strong current of scepticism about eLearning, particularly around issues of quality, workload and loss of control. Many staff are not aware of the potential of eLearning or the type of pedagogical philosophy underpinning effective eLearning, indicating a need for training/awareness raising.
• Many staff suggest that the focus on research has tended to diminish the status of the teaching function, with teaching budgets cross-subsidising research projects, while key academics are no longer available to teach. There is a reluctance in some schools to involve postgraduates in the teaching function, with potentially detrimental consequences for developing eLearning programmes
• There is a need for funding to progress a number of vanguard eLearning programmes.
• Reduced funding in real terms for undergraduate and taught postgraduate programmes is seen as a threat to quality of teaching, assessment and student support. In particular there is concern about the prevalence of large class sizes which reduce the potential for innovative teaching and assessment approaches.
• Despite positive aspects of its small scale, DCU remains vulnerable in terms of potential future strategic initiatives designed to reorganise and streamline the HE sector in Ireland.

The survey results indicate:

• An extremely high penetration of Moodle in DCU modules, although relatively few use the more interactive and pedagogically innovative aspects of Moodle in their teaching.

• While positive views with regard to online teaching are expressed, the majority expressed a preference for face-to-face teaching and there is some scepticism with regard to the amount of learning possible with fully online programmes, and in a wide range of subject areas and qualification levels. In general, blended approaches are regarded more positively than fully online solutions.

• The potential to reach new students and experiment with new technologies rank highly as motivating factors, whereas factors likely to decrease motivation are more pragmatic, relating to inadequate technical support, time, and recognition of the work involved

• While there was general agreement with the establishment of a Central Unit to provide support, the importance of academic faculties retaining control over course delivery is indicated by the more favourable responses to the concept of eLearning units within faculties to deliver courses.

• The role of administrative support units will be crucial in ensuring the successful mainstreaming of eLearning.

Chapter 7 (in pdf format)