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I set the scene for the first case by giving details of this taught final year module including module specifications and the lecturers’ approach to integrating the VLE as part of the teaching activities. I outline the borders, the population, the range of activities and the time span of this case study, as follows:

• physical borders: I researched the face-to-face and online teaching experience of an Information Systems module at the School of Computing Science.

• population: Students, the lecturer and two teaching assistants were the concern of this study. I also approached other lecturers in the process of selecting a case study.

• range of activities: The case examined the use of the VLE as well as face-to-face lectures and supplementary seminars. At the interview stage, I inquired how students learning experience compared with other modules of their programme of study.

• time span: Students and teaching staff were observed across a five- month spring semester of the academic year.

Section 4.2.1 describes the module context with a particular emphasis on the overall module narrative.

4.2.1 Key characteristics of the module (module narrative, teaching and assessment)

The first case study was a module called ‘Methods and Tools for the Engineering of Information Systems’ and was offered as a final year module to a number of Computing Science programmes. The module aimed at assessing the role of technology in supporting the ‘systems development life cycle’. The study and use of tools was supplemented by an examination of the role of Information Systems Development Methodologies. The theoretical approach underpinning the module content focused on enabling students to understand the issues involved in Information Systems development and their inter-relationships so that they can justify sustainable solutions. The practical aspect of the module aimed to ensure that students achieve a thorough understanding of the techniques applicable in the engineering of information systems; these spanned from analysis of requirements through to generating programme code.

The learning outcomes of the module referred to knowledge, cognitive, subject specific and transferable skills, in accordance with the university’s level descriptors. Desirable knowledge skills covered the ability to identify current trends in the field, demonstrate knowledge of different methodologies and their development techniques and ability to use a comparative framework. Cognitive skills involved evaluation and contrast of commercial methodological approaches, demonstrating the ability to engage in independent, technology- based learning, self-assessment of contributions to group work and evaluation of peers through the active participation in presentations and their assessment. Subject specific skills included the use of modelling techniques to model and define business requirements as well as mastery of analysis and design

techniques for Information Systems. Assessment was made up of a summative and a formative element. The summative component comprised of an unseen examination (60%, four questions out of six) and coursework (40%, a group report and an individual log book). The formative element consisted of an individual bi-weekly logbook with tasks, participation in the module’s VLE and evidence of individual contribution in online group activities, which contributed 5% to students’ final grade.

4.2.2 Key characteristics of the online context

The module was ranked as the fourth busiest in the university’s annual usage ranking which reported on data held in module sections of the VLE including discussion board activity, assignments, quizzes, chat, email and student access of various other sections of the environment. This level corresponded to a considerable amount of data for each student in the form of engagement with formative assessments and discussion contributions. The module leader offered students the opportunity for synchronous discussion and revision sessions; these online sessions were provided out-of-hours and during the holiday season. The discussion board facilitated activity-based learning in blended teaching mode, a conceptualisation that the module leader appeared to be rather familiar with. The quiz facility accommodated for formative assessment on a weekly basis and provided several opportunities for self-assessment, evaluation and student feedback. This affected the structure of the 90-minute weekly seminars. The seminars were split in three parts of thirty minutes each, focusing on activity- based individual learning, ‘question and answer’ type of discussion and group, project-based, informal meetings.

The students had the opportunity to work on application and critique of topics covered in the weekly lecture individually for the first thirty minutes. They were using a combination of online searching tools, learning materials and presentation slides while tackling question set by the lecturer. Additionally, they engaged in debates and peer support through an asynchronous threaded discussion within the VLE and a synchronous online chat. The VLE threaded discussion was used extensively to provide the foundation for activity-based learning. During each of the twelve weeks, a selection of two or three activities was posted prompting students to solve simple module-specific problems. During

the last week of the semester, the module leader provided the model answers and encouraged students to compile their selected posts and download them as a text file for their revision, a facility readily available by the VLE. Frequently enough, students were using the compiled list of posts in their revision in an attempt to identify differences in perception of key topics between their own views and the suggested answers. Students also attempted to find differences between their views and those of students taking the module in the same or previous semester. The lecturer regularly reminded the students how to use this function and explained in simple terms potential benefits arising from the use of such tools within the VLE.

A discussion topic provided an opportunity for students to clarify issues relating to the module content covered every week. Each week the lecturer set a topic for discussion and students would post their responses online. The outcome of the debate was covered in the weekly lecture and used as a link to the next lecture’s theme. Students were keen to create learning groups apart from their project-based teams. It was not unusual to see some students assuming a mentoring role by assisting peers in understanding module concepts and retrieving information. The discussion board generally served as a pool of ideas and a source of answers for students’ most frequently asked questions. The lecturer was active in various school- and university-wide teaching and learning initiatives and was a member of the e-learning strategy group, a committee influencing the planning and implementation of institutional e-learning policies. He was awarded a university Teaching Fellowship, mainly due to the development of e-learning initiatives aiming to improve his students’ learning experiences. As previously mentioned, the practical side of this Information Systems module was concerned with the application of theory, methodology and techniques to real life settings, an area where the module leader placed equal emphasis during the face-to-face and the online sessions. A two-hour weekly lecture was well attended and additional 90-minutes seminars facilitated by the module leader and a teaching assistant consistently emphasised online aspects of the teaching strategy. I observed the first and last teaching session; during the opening session, the module leader outlined the course content and provided an overview of the aims of the module. Frequent references were made to the role of the online environment, although there was not a detailed account of the proposed facilities. During the semester I also observed one seminar led by the

module leader and supported by a teaching assistant, which was structured around VLE activities. The students were assigned tasks and most of them worked in pairs. In the final session, the module leader provided a summary of the key ideas presented during the semester and advised students regarding their preparation for the final exam. Several times during the lectures, he provided cues for the module assessment and emphatically stressed that ‘he wanted them to succeed in the exam’.