Coventry University
School of Science and the Environment
Sir John Laing Building
Priory Street
Coventry
CV1 5FB

Contact: Keith Chapman
Tel : 024 7688 8485
Email: K.Chapman@coventry.ac.uk

Aims:
The broad aims of the work described in this case study are to:

• respond to the University's strategic decision to invest in on-line learning;
  
• provide a wealth of appropriate on-line teaching and learning materials available to students from both on and off campus;
  
• facilitate student-centred learning;
  
• innovate in teaching and learning.

Resources:
It was possible to develop the learning resources described in this case study as a result of a strategic decision by the University to invest heavily in on-line learning. A site license for WebCT, a networkable web-based software package, has been purchased and a heavy investment has been made in up-to-date computer hardware provision available through numerous open-access rooms across the campus.

Notwithstanding this investment WebCT is no more than an 'empty box' into which teaching and learning materials have to be placed. The time investment in setting up the system and its ongoing maintenance is a significant factor for any institution considering any such similar investment in computer-aided learning technologies

Details:
Background to the Development
Over a one-year period The School of Science and the Environment undertook a programme to implement WebCT, a web-based learning environment, as part of a wider University initiative. At the time of writing, all eight first year undergraduate modules in Building deliver learning and teaching materials using this medium and development work has concentrated on providing similar materials for the second and third years of studies. The medium is also used for the delivery of an international postgraduate course and post- experience courses for industry.

A research assistant was employed in the Building subject group for one year to 'kick start' this initiative. This post was part funded by the University and part by a local building employers' educational charity. The research assistant was responsible for the School's WebCT implementation and, in addition, assisted academic staff to convert their existing teaching and learning materials into a relevant electronic format. His responsibilities further extended to mounting and maintaining these documents on the WebCT server. This was a temporary arrangement and it was envisaged that staff would eventually complete these activities themselves. As the RA's funding was temporary, it was important that staff acquired relevant skills in authoring and maintaining web-pages.

Employing the RA enabled the School to make significant progress in providing the on-line environment in a short period of time. Staff in the School have a high workload and could not have managed to engage in all the activities necessary without this assistance.

Although all first year modules (and many second year modules) have materials on WebCT, the extent to which individual lecturers use the many and varied learning and teaching opportunities offered by the environment varies. Key drivers influencing uptake of the new technology have anecdotally been identified as:

• the attitude of lecturers to learning through information technology
  Some staff are not willing to engage actively with the new technology associated with learning, whereas others are keen.
  
• the teaching style of individual lecturers
  Similarly, an individual's style of teaching has been observed as an indicator of whether or not staff are likely to embrace the new electronic approach.
  
• the subject matter being taught

Experience in the School is that on-line environments are more applicable to some subject areas than others. For example, some topics (such as economics and management) have a short 'shelf life', whereas others (such as structural mechanics) have altered little over the years.

To encourage lecturers to adopt WebCT, various staff development activities have been organised. For example, meetings have been held to present samples of on-line resources to staff. These aim to encourage those without materials on WebCT and to raise their awareness of possible approaches and techniques adopted by their peers.

Style
The electronic materials provided adopt a user-friendly style of presentation. However, module leaders are required to structure materials in accordance with a university format. The following is a list of features provided by WebCT as adapted for the School:

• module mail;
  
• discussion forum;
  
• calendar;
  
• student's modules - access to all modules onto which a student has enrolled;
  
• resources (including links to the library, study skills materials, electronic resources, search engines, and personal notes);
  
• assessment;
  
• student area (including students own marks, personal homepages, student groups, chat rooms, and a resume);
  
• online help.

Implementation
The following materials are provided for all modules:

• module guides - these cover the teaching and learning methods for the module, the timetable of classes, specified reading and other special information;
  
• coursework briefing documents - covering exacting what is expected from students, in terms of output, time to be spent doing the work and timings;
  
• embryo teaching notes - usually a synopsis of the lecture delivery, with supplementary information;
  
• learning outcomes - what abilities are expected of students on completion of a module;
  
• past examination papers - two years examination papers available on line;
  
• access to generic University resources such as library and study skills guides.

WebCT also makes it possible for tutors to publish assessment grades for coursework to individual students. Students are able to review their own progress (all marks are subject to ratification by an Assessment Board)

Screen presentation of WebCT

Implementation Strategy
A key strategy is that control of electronic learning and teaching materials has to remain with the member of staff who leads a particular module. This philosophy, although creating variation in the material provided, was considered important at the outset so that ownership was maintained by the module tutor. It is important to note that WebCT is not intended to replace traditional resources: its application is designed to supplement and support teaching and learning. As such, it impacts on the quality of teaching and does not replace face-to-face contact between tutors and students.

Evaluation:
At the time of writing there has been no formal evaluation of students' views. Anecdotal evidence is that students are positive about the facilities and materials provided. In addition, a summary of all student feedback across the University arising from the induction week in the first year of implementation showed that 63% of students praised the system.

Benefits:
Students benefit by having access to high-quality learning materials accessible from anywhere with internet access. This is particularly valuable for part-time students who can access materials from their workplace or from home.

WebCT makes it possible for tutors to see how students have used the web pages. For example, a tutor can see how many times a particular student has accessed a specific page. This may be construed as a 'big brother' approach, but it is useful in alerting tutors to issues and problems. In addition, it highlights to the web-developer whether design strategies have been successful or not.

One particular facility is the ability to set on-line tests. These are generally, but not necessarily, of a multi-choice format but have the advantage of immediate student feed-back and minimal marking effort on the part of the tutor. These tests can be one-off and summative or students can be given repeated access as part of formative learning.

Issues and lessons to be learnt:

A University wide strategy, driven by a Pro-Vice Chancellor, to use WebCT has been adopted. Although there is a centrally funded team that supports WebCT there is in fact minimal control and guidance from the University on how WebCT is to be implemented and used within any discipline area. In effect, staff make use of WebCT as they see fit. Each subject group is however required to report annually which modules have been implemented on WebCT.

Although a strategic part of the University's teaching and learning strategy no formal quality assurance procedures have been implemented to date. Because of differing approaches used, and enthusiasm shown, by individual lecturers students don't always see the same 'level' and uniformity of information from module to module. Whereas there is probably a strong argument to be made for providing a degree of variety there is also a case to be made for some quality assurance of the materials provided. This has yet to be addressed.

It is also important to recognise that WebCT is a supplementary teaching and learning medium. Within the building area it has not replaced traditional lectures, tutorials, seminars and practical classes but rather has supplemented these traditional approaches with new technologies that appeal to the learning needs of a modern generation of students.

What can not be under-estimated however is the time and effort that is necessary to maintain this new learning environment. In an educational system where staff workloads are often measured in terms of staff contact hours there is an interesting debate to be had about how recognition is given to staff effort for developing and maintaining this new technology.

Ongoing Developments:
The first version of WebCT purchased by the University required that materials should be presented in html format, as this computer language is platform independent, and is quick to be displayed on screen. However, it is not effective if large amounts of editing are required - and this proved to be the case. An over-riding request from academic staff, frustrated by the necessity to work in an unfamiliar computer language, has been for electronic materials that are easy to mount, maintain and deliver. Over a period of time, this has led to Microsoft Word documents being made available through WebCT. Many staff already have materials available in this medium, and re-using them as web-based materials has proved to be a pragmatic, effective and welcome solution. This approach has evolved and academic staff find that mounting new materials is not the daunting task that it once was.

A further frustration was that staff, developing their module material, could not readily view it as a student would view it. The latest version of WebCT purchased by the University has now addressed this problem. All these improvements have facilitated the further take-up and ongoing use of WebCT.

References, Further Reading and Sources of Further related information:
For information on WebCT see the comprehensive web-site at;

http://www.webct.com/