Case study sites Academic staff participants (sampled from the original 25 questionnaire responses) 3 1 Head of Department, 2 programme leaders, 3 senior lecturers 4 1manager, 1 lecturer 5 4 lecturers, 1 technologist 11 1 Reader, 1 senior lecturer, 1 developer 15 3 lecturers, 1 technologist 19 2 lecturers, 1 e-learning leads 20 1 manager, 2 learning technologists 22 2 lecturers, 2 e-learning leads 23 3 lecturers, 2 technologists Ethical approval The study received approval from the University of the West of England, Bristol, Research Ethics Committee. Results Phase 1 E-Learning development Twenty respondents (80%) stated that the local faculty, department or school supported e-learning and teaching development and use as part of a HEI wide initiative. Only three respondents had experience of departmental or local initiatives with minimal central integration. Two factors were highlighted as important in supporting e-learning development. Twenty-one (84%) felt there was a need for a committed local of e-learning, and 15 (60%) stated ‘champion’ that and were necessary. Respondents ‘technological changes development’ stated a wide range of staff and students were consulted as HEIs developed learning support processes and that library staff, learning resources staff and IT support staff were the main support for staff developing e-learning. The drivers deemed most important in underpinning e-learning development of learning and were, ‘Enhancing quality teaching’ (15 respondents, 60%), access to learning for part respondents, 56%) and ‘Improving time students’ (14 access to learning for students respondents, 52%). ‘Improving off campus’ (13 E-Learning environments
Case study sites (sampled from the original 25 questionnaire responses) Academic staff participants 3 1 Head of Department, 2 programme leaders, 3 senior lecturers 4 1manager, 1 lecturer 5 4 lecturers, 1 technologist 11 1 Reader, 1 senior lecturer, 1 15 3 lecturers, 1 technologist 19 2 lecturers, 1 e-learning leads 20 1 manager, 2 learning technologists 22 2 lecturers, 2 e-learning leads 23 3 lecturers, 2 technologists Ethical approval The study received approval from the University of the West of England, Bristol, Research Ethics Committee. Results Phase 1 E-Learning development Twenty respondents (80%) stated that the local faculty, department or school supported e-learning and teaching development and use as part of a HEI wide initiative. Only three respondents had experience of departmental or local initiatives with minimal central integration. Two factors were highlighted as important in supporting e-learning development. Twenty-one (84%) felt there was a need for a committed local ‘champion’ of e-learning, and 15 (60%) stated that ‘technological changes and development’ were necessary. Respondents stated a wide range of staff and students were consulted as HEIs developed support processes and that library staff, learning resources staff and IT support staff were the main support for staff developing e-learning. The drivers deemed most important in underpinning e-learning development were, ‘Enhancing quality of learning and teaching’ (15 respondents, 60%), ‘Improving access to learning for part time students’ (14 respondents, 56%) and ‘Improving access to learning for students off campus’ (13 respondents, 52%). E-Learning environments learning developer
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