3); a number of factors were viewed neutrally, attracting responses relatively equally across all the response categories. Those factors which a majority viewed as unimportant included ‘Attracting home students’ where 50% believed this to be unimportant, and ‘Help standardise own institution with other’ where 62.5% felt it to be unimportant. A single factor, ‘Attracting international students’ was felt by 72% of the respondents to be ‘neither important nor unimportant’. Seven factors were rated as important or very important by over 45% of the respondents. These were ‘Enhancing quality of learning and teaching’ (80%), ‘Improving access to learning for part time students’ (70.8%), ‘Improving access to learning for students off campus’ (66.7%), ‘Widening participation/inclusiveness’ (66.7%), ‘Students expectations’ (52%), ‘HEI/ Faculty/ School Learning and Teaching Strategy’ (60%) and ‘Improving access to overseas students’ (45.8%). Table Major driving forces for e-learning development Not very important Unimportant Neither important nor unimportant Important Very important Not relevant Enhancing quality of learning & teaching (n=25) 4% 8% 8% 20% 60% - Improving access to learning for part time students (n=24) 4.2% - 20.8% 12.5% 58.3% 4.2% Improving access to learning for students off campus (n=24) - 12.5% 20.8% 12.5% 54.2% - Widening participation/ inclusiveness (n=24) 8.3% 12.5% 12.5% 29.2% 37.5% - Students expectations (n=25) - 20% 28% 16% 36% - Improving access to learning for overseas students (n=24) 25% 4.2% 16.7% 12.5% 33.3% 8.3% HEI/ Faculty/ School learning and teaching strategy (n=25) 4% 12% 24% 32% 28% -
access to course administration Staff are automatically provided with access to and authorisation for administering courses (n=9) 9 100% Signing on to access resources and environments Students access all resources and environments using a single user name and password (n=9) 9 100% Access to course descriptions and learning outcomes Course descriptions and learning outcomes are available to students from a single entry point (n=13) 12 92.3% Recruitment/application (non UCAS) Prospectuses can be viewed, applications can be made and tracked online (n=17) 15 88.2% Accessibility of resources for students and staff with a wide range of access needs All online systems can be customised to support students with a wide of access needs (n=16) 14 87.5% Support for users of library/LRC managed electronic learning resources On request, students receive online guidance and support from information professionals for their subject areas (n=7) 6 85.7% Curriculum development process Academic staff have online access to an institutional quality and validation 11 84.6% learning learning
500 – 999 1000 – 1999 2000 – 2999 3000 – 4999 5000 – 7499 7500 – 9999 10000 or more This information is not collected across the institution 3.5 And, how many teaching staff currently use E-learning applications in your Faculty/Dept/School? None 9 or less 10 – 29 30 – 49 50 – 99 100 – 199 200 – 299 300 – 399 400 or more This information is not collected across the institution 3.6 How many modules or units of study currently actively use E-learning applications in your Faculty/Dept/School? None 9 or less 10 – 29 30 – 49 50 – 99 100 or more 200 – 299 300 – 399 400 – 499 500 or more This information is not collected across the institution 3.7 How many complete awards/programmes/courses are delivered entirely by e-learning? None 9 or less 10 – 29 30 – 49 50 – 99