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 home students’ where 50% believed this to be ‘Attracting unimportant, and standardise own institution with other’ where 62.5% felt it to be ‘Help unimportant. A single factor, international students’ was felt by 72% of the ‘Attracting respondents to be important nor unimportant’. Seven factors were rated as ‘neither important or very important by over 45% of the respondents. These were ‘Enhancing quality of learning and teaching’ (80%), access to learning for part time ‘Improving students’ (70.8%), access to learning for students off campus’ (66.7%), ‘Improving participation/inclusiveness’ (66.7%), expectations’ (52%), ‘Widening ‘Students ‘HEI/ Faculty/ School Learning and Teaching Strategy’ (60%) and access to ‘Improving overseas students’ (45.8%). Table Major driving forces for e-learning development Not very Unimportant Neither Important Very Not important important important relevant nor unimportant 4% 8% 8% 20% 60% - Enhancing quality of learning & teaching (n=25) Improving 4.2% - 20.8% 12.5% 58.3% 4.2% access to learning for part time students (n=24) Improving - 12.5% 20.8% 12.5% 54.2% - access to learning for students off campus (n=24) Widening 8.3% 12.5% 12.5% 29.2% 37.5% - participation/ inclusiveness (n=24) - 20% 28% 16% 36% - Students expectations (n=25) Improving 25% 4.2% 16.7% 12.5% 33.3% 8.3% access to learning for overseas students (n=24) HEI/ Faculty/ 4% 12% 24% 32% 28% - School learning and teaching strategy (n=25)
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% -
pamMoule_finalreport.docx