Transforming the online learning space through advanced development retreats

Daniel J Belton,Sue Folley,Sophie Mcgown

doi:10.25304/rlt.v29.2490

Daniel J Belton, Sue Folley + Show 1 more

Open Access

https://doi.org/10.25304/rlt.v29.2490

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Abstract

Learning technologies have the potential to transform Higher Education, although multifaceted demands on staff time, confidence and training in using new technologies, and a lack of support can make this transformation difficult. The University of Huddersfield recently transitioned to a new virtual learning environment (VLE), which provided the opportunity to change the way staff view and use the new VLE for teaching and learning. As part of this project, three off-site retreats were run to help staff to reflect on and develop their teaching practice to better support student learning in the digital space and develop advanced online resources that support the democratisation of learning, close differential attainment gaps and give every student the best chance of success. Although much is written about different models of practice, there is a lack of theory and conceptualisation around changing practice. Examining the motivations and experiences of staff who participated provides insight into the challenges of implementing change on an institutional level, whilst examining their setup and design highlights ways to support staff during this process. Using participant feedback and experiences to underpin this research, we explore the immediate and ongoing outcomes of these off-site retreats to help transform the University’s approach to technology-enhanced learning.

Highlights

Higher Education Institutions have a responsibility to prepare students for becoming global digital citizens (Patton 2018), and technology-enhanced learning (TEL) can help break down traditional barriers and give a more diverse demographic of students access to education
One of the main motivations behind attendance was that the retreats offered the participants an opportunity to ‘have that time just to go away without other distractions’ (P3) of their normal work environment, it is important to note that academic staff are reluctant to spend their precious time and effort changing something if it does not have clear evidence of benefits (Price and Kirkwood 2014)
The fact that TEL is subject to such scepticism, and complexity underlines the need for access to a greater evidence base of the positive impact it has on teaching and learning (UCISA 2020), the overarching reason participants invested their time and effort in the retreats was because of their belief and desire to improve the student learning experience through better use of technology, with the time away and support provided at the retreats being viewed as an enabler to this

Summary

Introduction

Higher Education Institutions have a responsibility to prepare students for becoming global digital citizens (Patton 2018), and technology-enhanced learning (TEL) can help break down traditional barriers and give a more diverse demographic of students access to education. Despite compelling reasons for transforming use of technology in teaching and learning, various barriers conspire to hinder this happening in practice. These include resistance to change, a lack of confidence in using new technologies, an absence of training (both technical and pedagogical) and insufficient institutional support (Al Meajel and Sharadgah 2018; Latif 2017)

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