Constraints to the implementation of distance learning programmes in biotechnology and related disciplines for conventional universities

165 deliver, through resource constraints, an adequate training in the process engineering aspects of biotechnology? For the prospective undergraduate, the distinction between Applied Biology and Biotechnology may well be unclear. In regards to subject content, the decision

as to which one to study may not be as crucial as the choice of the individual degree programme. Opinions on the points raised in this editorial and on wide issues relating to content of biotechnology programmes would be most welcome.

PIh S0307-4412(96)00096-9

In this paper, we use experiences gained from the delivery of a Biotechnology by Distance Learning programme offered by De Montfort University, to examine the constraints of extending continuing education by open/distance learning. To achieve this, we report data relating to recruitment, cohort structure and cohort progression. Finally, we discuss the significant barriers to the successful operation of open/distance learning programmes by conventional universities.

Constraints to the Implementation of Distance Learning Programmes in Biotechnology and Related Disciplines for Conventional Universities C K LEACH and R O JENKINS

Department of Biological Sciences De Montfort University Scraptofi Leicester LE7 9SU, UK Introduction Open and distance learning courses have, until recently, been delivered almost exclusively by the specialist Open Universities. In the early 1990s, however, many conventional universities introduced open/distance learning programmes. Identified skill shortages and the need to retrain and upgrade existing workforces stimulated these developments (see ref 15). A series of initiatives on open/ distance learning funded by, among others, the Commission of the European Communities 4 fuelled many of these developments. More recent European Union initiatives such as Socrates and Leonardo ~ have provided further encouragement. These sources of funding, combined with increasingly fierce competition for students and the need for universities to increase their 'client' base, continue to tempt conventional universities into the development and delivery of open/distance learning programmes. We have recently described 9 the development of a student-centred learning resource for biotechnology (BIOTOL--Biotechnology by Open Learning) and its use to support a unique matrix of distance-learning opportunities offered by De Montfort University. The BIOTOL-type of learning resource provides educators and students with three types of opportunities: to make continuing education possible for those for whom conventional programmes requiring attendance are either inappropriate or impracticable; to enable tutors to introduce activities that encourage students on conventionallytaught courses to be more responsible for their own learning (a central tenet of the UK's Enterprise Learning Initiative); and to reduce the costs of delivering conventionally taught courses by enabling a reduction of tutor/ class contact time without reducing syllabus coverage. BIOCHEMICAL EDUCATION 24(3) 1996

Biotechnology by distance learning The Biotechnology by Distance Learning programme offered by De Montfort University is predominantly based on BIOTOL materials. These materials, which comprise 34 open learning texts and eight computer-aided learning programs (equivalent to 1500 hours of study), have been described previously? '~ The De Montfort programme has also been described previously9 and only those operational features considered particularly relevant to cohort progression will be considered here. There are three levels of study in the programme, each comprising eight study units. Participants study in a parttime mode and can elect to study as few, or as many, units as they wish, to achieve their personal objectives. The programme operates on a system of credit accumulation and enables participants to progress to various awards including certificates, diplomas, and degrees with, or without, honours. Credit for prior learning is given on the advice of an admission panel. These credits may account for up to a maximum of 40% of the total credits they require for an award. Students can commence study at any time during the year, and the only 'fixed' events are examinations and practical workshops. Each student can negotiate, within limits, their own rate of study commensurate with their personal circumstance. For each study unit, students receive copies of the relevant text(s) (usually two 280 page texts per unit), a study guide, a collection of assignments and associated deadlines. The study guides and assignments are produced in-house by tutors. End-of-unit examinations are operated using the same procedures as for full-time students. The marks awarded for each unit are a combination of coursework (assignments and practical reports) and examination marks combined in a 1:1 ratio. Help-line assistance from tutors is available, although there is a trend for this type of interaction to become e-mail based. The first intake of students into the programme was in September 1992. In this paper, the data and experiences

166 Table 1. Recruitment in relation to advertising~publicity for the Biotechnology by Distance Learning programme offered by De Montfort University (1993/94 and 1994/95 cohorts)

Source

DMU prospectus/flier Daily newspaper (national-advertisement) Local free newspaper (advertisement) Trade magazine (Lab. Newsadvertisement) DMU tutor Other sources (including other students) TOTALS

Number asking for more information

Number of applicants

Number enrolled

40 28

3 2

2 1

58

8

4

168

20

8

49 18

20 4

14 4

361

57

33

presented are based on operation of the programme over the period September 1992 to January 1995. Recruitment Table 1 shows data on recruitment. Most of those who requested further information had first learnt of the programme through media advertisements. While only a small proportion (16%) of those who asked for information about the programme submitted an application, a high proportion (58%) of the applicants enrolled. Despite the provision of flexible start times, most (86%) participants made enquiries, applied and commenced study in the period late August to late September. This distribution reflects active advertising campaigns using local and national papers and journals during the early/mid summer period. Whether similar advertising campaigns at other times of the year would result in additional peaks of applications remain conjectural. It is likely, however, that potential applicants would anticipate programme advertising during the summer months, based on a general assumption that university courses start in September/October. Several other points emerge from the recruitment data presented in Table 1. Apparently, advertising in national daily newspapers does not attract much attention from would-be science-based distance learners. Advertisements about distance learning courses in trade (lab) magazines are successful in attracting enquiries. However, the low conversion (12%) of enquiries into applications may reflect the ease of applying for information from advertisers (eg use of preprinted cards) rather than any real targeting of interest groups. Nevertheless, advertisements in trade magazines did lead to significant recruitment. The highest proportion of enquiries converted into students (29%) came from those who had first learnt of the course from a tutor. In one instance, a single visit of a tutor to an industrial company led to eight student registrations. This suggests that 'frivolous' enquiries generated by newspaper/magazine advertising could be largely eliminated by using tutors as marketing agents. BIOCHEMICAL EDUCATION 24(3) 1996

The major point to emerge from these data is that, despite substantive effort, final numbers of students are disappointingly low. It is not clear whether this reflects a genuinely low interest level or poor targeting of marketing effort. However, the authors believe it reflects two main factors. Diversity of the potential market. The authors had anticipated 9 that the programme would attract certain groups, eg: lab technicians who sought further training and education; mature staff faced with new challenges or careers; managers unfamiliar with new technology; those returning to work after career breaks (eg, young mothers); recent graduates who wanted to extend their knowledge, and those who missed the educational boat the first time round. Data on cohort structure reflect these groups (Table 2). This diversity of potential participants makes it difficult to target advertising and to keep marketing budgets at reasonable levels. The absence of a centralised data base/directory of distance learning opportunities similar to, eg, the UK's Universities and Colleges Admissions Service handbook, is a distinct disadvantage. There is no common path to recruitment that potential 'clients' are likely to follow. This might be resolved eventually by, eg, the European Open University Network (EOUN) of Eurostudy Centres organised by E A D T U (European Association of Distance Teaching Universities). 2"6'7These study centres will act as a series of 'regional offices' that house information regarding open/distance learning opportunities throughout the European Union. The concept and status of open/distance learning programmes are either unknown or viewed with suspicion by the public at large. To sell a programme, it is often necessary to explain what distance learning is about and what its characteristics, advantages and disadvantages are. It is also necessary to give some value to its outcomes. This represents a substantive hurdle to recruitment. However, the widespread recognition of Open University qualifications and the establishment of the E O U N may improve Table 2. Cohort structure (data averaged over 4 cohorts)

(a) (b)

(c)

Proportion female Age distribution 18-20 y 21-25 y 26-30 y 31-35 y 36-40 y 40+ y Grouping in relation to employment FEMALE Mothers (unemployed) Mothers (unrelated part-time work) Employed technicians Managers Research (non-related sector) MALE Unemployed Employed technicians Managers

63% 0% 11% 37% 33% 11% 8% 17% (0) 12% (0) 59% (82) 6% (100) 6% (0) 10% (50) 80% (75) 10% (50)

Numbers in parenthesis are the proportion of each group (expressed as %) that received financial support to study, mainlythrough payment of fees.

167 understanding and acceptance of this strategy of teaching and learning. Nevertheless, we regard marketing difficulties as a major barrier to the successful introduction of distance learning programmes by conventional universities. Cohort structure and study patterns

Data relating to cohort structure, in relation to sex, age and employment, are presented in Table 2. The participants in the De Montfort programme were predominantly female, and 70% of all participants were in the age range 26-35 years. The main group of students were technicians from industry and the university sector. Young mothers, either unemployed or in part-time nontechnical work, made up the second largest group. A small number were from management (sales and production). This type of distribution was largely anticipated, 9 and responses from students showed that their motivations for enrolling were consistent with the predictions of the same authors. Similar cohort structures have been reported on elsewhere (see refs 3, 16). The De Montfort programme is flexible in terms of the number of units students study per academic year (September-June). At the beginning of each academic year (or when they enrol), students, in consultation with tutors, make their selection of study units for the academic year. Table 3 shows data on study patterns and outcomes. Students elected to study from one to five units. A small number (4%) selected a single unit. Members of this group were uncertain whether they could cope with either the level of study or the time commitment required. In essence, a unit was used as a 'taster'. A larger group (17% of participants) registered to study two units initially. This group had a high percentage (22%) of nonstarters--those students registered to study but deemed not to have begun their studies since they failed to hand in any assignments. In this type of programme, nonstarters are commonly encountered and the figures reported here are similar to those reported for analogous courses elsewhere. 8"16 Around one-third of those registered to study two units did not complete their assignments and did not present themselves for examination. Of the remainder, 88% were Table3. Study patterns and outcomes cohorts) Number of study units selected 1 2 3 4 5

Proportion of total participants Noncompletersa (%) (%) 4 17 42 29 8

22 13 13 13 0

(averaged

over three

Success rate of completersh (%)

Nonstarters~ (%)

100 88 88 91 100

0 22 9 5 0

"Noncompleters are those students that do not submit all the assignments and/or do not present themselves for examinations. hCompleters are those students that submit all the assignments and present themselves for examinations. 'Nonstarters are those students registered to study but deemed not to have begun their studies through failure to hand in any assignments.

BIOCHEMICAL

E D U C A T I O N 2 4 ( 3 ) 1996

credited with their units of study. Most students (over 70%) elected to study three or four units per academic year. Students in this group were committed to undertaking substantive study to achieve qualification. The proportions of both nonstarters and noncompleters in this group were low compared with the two-study-unit group, while the success rate for those completing their units remained high at around 90%. A small proportion (8%) of students showed almost obsessiveness about achieving qualification, electing to study five units per session (equivalent to five/eight of a full-time study). The 100% success rate for this group reflected the students' commitment to study. Cohort progression

Achievement of qualifications through distance learning programmes, normally requires several years of study. The continuation of study in successive years of study is, therefore, an important aspect of such programmes. An analysis of the level of reregistration among cohorts in successive academic years shows that only 42%, 33% and 25% reregister into the second, third and fourth successive years respectively. The striking feature of these data is the low proportion that carry on studying in subsequent years. In comparison with conventional full-time programmes, the attrition rates are high. However, the circumstances here are quite different. Although the De Montfort programme is marketed as leading to the award of certificates, diplomas and degrees, clearly many participants elect to study only a limited programme. Most students fully intended to study to gain an award when they first joined the programme and so it may be asked what caused them to adjust their plans after 1, 2 or 3 years of study? Although we have no quantitative data relating to this question, the results of interviews and other feedback showed that: - - a high proportion felt that they had not fully appreciated the time commitment required to undertake such a programme and that the domestic and social costs were too high; - - financial constraints mitigated against continuation (this included reduction/loss of employer support); - - their work practices mitigated against continuation (redeployment, promotion); - - their domestic circumstances had changed (marriage, pregnancy, sick dependants); - - some had achieved what they sought from the programme (eg access to full-time or other study programmes). The apparently high attrition rates we have observed are a general characteristics of open/distance learning programmes. 8'1+No participants expressed disappointment at the outcomes. P r a c t i c a l w o r k s h o p s as a c o n s t r a i n t

The course tutors regard the laboratory practical workshops as an integral component of the programme. H o w -

168 ever, this element was a major constraint on completion of study units. A significant proportion (50-60%) of participants did not see any particular value in attending intensive practical workshops. Individuals in this category included those engaged in management and sales, and those engaged as laboratory-based technicians who already had extensive laboratory experience. However, those trying to enter scientific employment who had little previous laboratory experience said that the workshops were demanding, important and rewarding. Almost all participants felt that this aspect of the programme was expensive in terms of disruption of work and domestic duties and travel and accommodation costs. Institutional barriers to the delivery of distance learning programme De Montfort University predominantly offers conventionally delivered full-time programmes. Its infrastructure, including matriculation, delivery and assessment arrangements, are geared to these types of programmcs. Recently, the University's curricula have been modularised and its reporting systems, assessment protocols and programme management standardised. It has proven difficult to find a satisfactory route to harmonising the distance learning programme described here with those of the remainder of the University. For example, the forms and processes for reporting assessment data, delivery formats and progression data are appropriate to full-time programmes. Similarly, there are tensions in applying progression rules designed for full-time programmes. Consequently, the distance learning programme operates, to a large extent, in an independent way. The University's Academic Registry and Quality Assurance Unit tends to regard it as an irritant. The major institutional barrier concerns funding arrangements. Those not directly involved in distance learning programmes anticipate, because class contact times are low, delivery to be relatively cheap. This is a major misconception. The costs of running open/distance learning programmes have been discussed in detail elsewhere (see ref 14) and are summarised in Table 4. In practice, cohort size only marginally affects the costs per student. Every student is handled as an individual and each receives individual study packs, help-line support, separate assignments and feedback. Even Britain's Open University, with a total of around 200000 students, has costs per student that fall in the upper quartile of British Universities (personal communication to CKL from Bradley J, CTC-UNESCO Workshop on "Distance Education in Chemistry and Environment", Heerlen, The Netherlands, June 1994). Resource managers are facing a progressive erosion of the resources allocated to higher education, which has pressurised them into delivery of education to larger cohorts. Although distance learning programmes potentially extend the 'client-base' of academic departments, their finances are generally not attractive to conventional universities. BIOCHEMICAL EDUCATION 24(3) 1996

Table 4. Cost factors in the preparation and delivery of distance learning programmes Development and~orAcquisition of Learning Materials • work books • studyguide • assignments • staff development Marketing costs • brochuresand mailing • advertising • tutor visits Deliverycosts • nonhuman elements (texts, assignments, computer-aided learning, telephone, fax, practicalworkshops) • human element (advisor, helplines,setting and markingassignments and examinations) Miscellaneous • officespace (includingreception/interview) • storagespace • officesupport facilities (computerrecords, labelling, reprographics, mailing) • telephone/fax

Conclusions Through our involvement with distance learners, we are convinced that the provision of distance learning opportunities is of great value to those for whom courses requiring attendance is not a viable option. Interactions with external examiners, employers and students, indicate that high level education can be delivered in this format. However, successful implementation of such schemes is constrained by:

difficulties in targeting marketing materials to a disparate and dispersed potential clientele; changes to the domestic/professional circumstances of participants during the extended period needed for study leading to premature withdrawal; - - l a c k of empathy between the needs of distance learning programmes and institutional infrastructure; lack of appropriate staff development; poor appreciation of the real costs/benefits of distance learning programmes; competition for resources (money, tutors, administrators) with larger, apparently economically more important, full-time courses. The authors believe that the continuing reductions in the level of support given to students for tuition and maintenance, will increase the numbers of students deferring entry into higher education. Also, there will be added pressure to undertake study in parallel with paid employment. In these circumstances, the distance learning approach becomes an attractive proposition. In the short term, however, it remains unclear whether science departments of conventional universities are equipped to take advantage of such opportunities. Distance learning in the future will inevitably require: utilisation of developments in telematics (see refs 5, 10, 12, 13);

169

- - substantial staff training in the design and use of open distance learning materials; 14'16 - - substantial investment in administrative s u p p o r t ) 4'16 If open/distance learning p r o g r a m m e s are to flourish in conventional universities, there has to be c o m m i t m e n t at all institutional levels. It is unlikely to be successful if such p r o g r a m m e s are regarded as add-ons. Availability of information on distance learning p r o g r a m m e s in centralised and accessible databases would enhance recruitment. Therefore, without investment in the physical and h u m a n resources, the types of constraints we have identified are likely to restrict the volume of open/distance learners recruited to conventional universities. References 1 Anon (1955) Leonardo da Vince - a new vocational training policy for the European Union. EADTU-News 19, 24-26 2 Bo, I (1993) Report of the EuroStudy Platform. EADTU-News 14, 23-24. 3 Bergamin, P (1995) The Study Centre of Brig, EADTU-News, 19, Special Insert 4 Charters d'Azevedo, R (1993) Programme of the commissionof the european communities: open distance learning initiatives. EADTUNews 14, 7-10 5 Davies, R N S and Jennings, J C M (1991) Distributed learning systems: telecommunications, telematics and organisations. Current and Future Developments and Applications of Technology-based training, Networks and Telecoms, CTISS Conference, Coventry, UK 6 Fox N (1995) The EOUN Project. EADTU-News 19, 12-14 7 Fox, N (1995) European Open University Project, 2nd edition, EADTU, Heerlen, The Netherlands 8 Janssen, J and van den Munckhof, R (1995) Barriers to active participation in the Open University of the Netherlands. EADTU-News 19, 19-22 9 Jenkins, R O, Tanner, B and Leach, C K (1995) Flexible training in biotechnology. Biochemical Education 23, 195-197 10 Jennings, C (1994) Delivering interactive distance education using advanced communications. The CTISS File 17, 8-13 11 Leach, C K, Tanner, B, Jenkins, R O and van Dame-Mieras, M C E (1994) Student-centred learning in biotechnology.Biotechnology and Biotechnological Equipment 8, 99-104 12 Mason, R (1993) Computer conferencing and the new Europe and global networks, in Computers and International Communications (Harasim L, ed), MIT Press, Cambridge Mass., USA, pp 199-220 13 Mason, R (1994) Computer conferencing and the Open University. The CTISS File 17, 5-7 14 Rowntree, D (1992) Exploring Open and Distance Learning, Kagan Page, London 15 Trindade, A R (1993) The demand side of the distance education market. EADTU-News 14, 10-12 16 van den Brande, L (1993) Flexible and Distance Learning, John Wiley & Sons, Chichester

B I O C H E M I C A L E D U C A T I O N 24(3) 1996

Lexicon m Words and P h r a s e s at the Growing Edge Contributions, corrections, suggestions and comments are invited. The aim is to be concise; eg word, definition in one sentence, reference to an article where more can be found. Contributions by F Vella

Lophotoxin A slow-binding irreversible inhibitor of nicotinic acid acetyl choline receptors. (Groebe D R and Abramson S N J Biol Chem 270, 281-286, 1995) Myeloglycan A series of E-selectin binding polylactosamino lipids. Found in normal human leucocytes and myelocytic leukemia. (Stroud M R et al Biochem Biophys Res C o m m u n 209, 777-787, 1995) Opiomelanins Melanins produced by the action of tyrosinase on opioid peptides. These melanins, in contrast with DOPA-melanin, are completely soluble in water. (Rosei A Met al Biochem Biophys Res C o m m 184, 1190-1196, 1992).

Erratum Malhotra, O P, Ambasht, P K, Prabhakar, P, Lal, A K and Kayastha, A M (1996) An assay procedure for determining the rate of an enzyme reaction lacking an optical signal: Validity of coupled enzyme assays, Biochem Educ 24, 56-59. Ref 10 should read Wold, F and Ballou, C E (1957)JBiol Chem 227, 301-312; Page 57, First Para, line 11, ref Nos should read 4, 6 and not 4-6; Table 2, last line should read: Test concentration of rabbit muscle PGK was 0.6 #g/ml; Acknowledgements should read, This work was financially supported by the Council of Scientific and Industrial Research and University Grants Commission, New Delhi, India.