Learning implementation Twenty-four respondents (96%) stated they currently used a virtual learning environment (VLE) that offered the ability to provide student information such as power points, had a discussion board and virtual classroom for online meetings and discussions in real time. The highest proportion (52%) used Web CT, a well known propriety brand that is now part of Blackboard (). Fourteen respondents (56%) stated that some of their modules were web supplemented and six (24%) ran fully online modules. Respondents used e-learning applications in a variety of ways (see Table 3), with access to course material and web based learning resources highlighted by all of the respondents. Table 3 Uses of e-learning applications Number Percent Access to course material 25 100% Access to web based learning resources 25 100% Problem based learning 20 80% Peer support 19 76% e-Assessment 17 68% Collaborative working 17 68% Assignment submission 17 68% Formative assessment 17 68% Access to multimedia resources, including simulations and games 15 60% e-Portfolio 14 56% Online student presentations (individual and group) 7 28% Learning design 7 28% A range of e-learning technologies were used in the HEIs (see Table 4). E-mail, discussion boards, CD-Roms and DVDs were used by the majority. The provision of e-learning technologies spread from undergraduate to master’s level and covered all health and social care professional disciplines. Table 4 E-learning technologies used Number Percent email 24 96% Discussion boards 21 84% CD-Roms 21 84% DVDs 20 80% Online videos and sound 16 64% Blogs 11 44% iPods 8 32% Wikis 7 28% Mobile phones 4 16% Other 4 16%
Learning implementation Twenty-four respondents (96%) stated they currently used a virtual learning environment (VLE) that offered the ability to provide student information such as power points, had a discussion board and virtual classroom for online meetings and discussions in real time. The highest proportion (52%) used Web CT, a well known propriety brand that is now part of Blackboard (). Fourteen respondents (56%) stated that some of their modules were web supplemented and six (24%) ran fully online modules. Respondents used e-learning applications in a variety of ways (see Table 3), with access to course material and web based learning resources highlighted by all of the respondents. Table 3 Uses of e-learning applications Number Percent Access to course material Access to web based learning resources Problem based learning Peer support e-Assessment Collaborative working Assignment submission Formative assessment Access to multimedia resources, including simulations and games e-Portfolio Online student presentations (individual and group) Learning design 25 25 20 19 17 17 17 17 15 14 7 7 100% 100% 80% 76% 68% 68% 68% 68% 60% 56% 28% 28% A range of e-learning technologies were used in the HEIs (see Table 4). E-mail, discussion boards, CD-Roms and DVDs were used by the majority. The provision of e-learning technologies spread from undergraduate to master’s level and covered all health and social care professional disciplines. Table 4 E-learning technologies used Number Percent email Discussion boards CD-Roms DVDs Online videos and sound Blogs iPods Wikis Mobile phones Other 24 21 21 20 16 11 8 7 4 4 96% 84% 84% 80% 64% 44% 32% 28% 16% 16%