E-learning describes the use of the internet and electronic technologies in teaching and learning. E-learning ranges from the provision of course handbooks and lecture notes on-line, to complete synchronous learning and assessment via the internet.

Britain appears to be lagging behind its main global competitor in the provision of e-Learning in higher education. In the UK, the much-heralded E-University collapsed recently. Conversely, enrolment for online courses in the USA has increased by 20 percent over the last year. Some authors have suggested that British universities needed to appreciate that “community needs, cost containment and generating revenues are the universal benefits of online programmes”.

Responding to these concerns, the aim of this project was to understand more fully the conceptions, obstacles and incentives to the use of e-learning technology by staff in the arts and sciences. This has allowed us to offer a number of suggestions as to how e-learning might be exploited more fully by individual members of staff, and across modules and departments.

A cross-school comparison was made using qualitative research techniques. We adopted this approach because qualitative studies aim to explore and understand phenomena rather than measure them. Forty-two members of staff with a wide range of experience in teaching were interviewed using semi-structured interviews. The interviewees were chosen to represent a range of users and non-users of e-learning. They included Lecturers, Readers and Professors from the Schools of Nursing, Medicine, Biology, Biosciences, Politics and American Studies. All the interviews were recorded and transcribed.

Preliminary analyses suggest that the participants did not have a firm idea what “e-learning” meant. For the vast majority, e-learning entailed the use of Powerpoint to deliver lectures – a view that was particularly prevalent in the arts. A number of other interviewees, however, understood that e-learning might also encompass other uses. With respect to teaching, a number of respondents observed that animation can successfully aid the teaching of certain complex concepts. But one firm conclusion to emerge was that what was good for one discipline was not necessarily good for the other.

The research revealed several perceived obstacles and inducements to e-learning. The ability to access information at any time and repeatedly was considered a clear benefit. However, a number of respondents noted that information overload for students in some modules in Sciences, is a major problem. Generally, the lack of computer literacy -beyond a basic familiarity with MS Word, web searches and Groupwise- and recurring experience of equipment failures detracted them from the learning experience.

Because our cross-disciplinary interviewees differed widely in their views as to the pedagogical range of “e-learning”, barriers to its utilization are likely to remain. One firm conclusion to emerge is that while some academics view E-Learning as faddish, others discerned a clear benefit arising from its use. The Schools therefore need to take the lead in disseminating knowledge about a vital but misunderstood weapon in our educational armoury.