A review group analysing the Computers in Teaching Initiative has reported a mixed message.
While the initiative is seen to be growing in importance as institutions develop more formal learning and teaching strategies, it also became clear that underuse of computer-assisted learning remains a "continuing major problem" for virtually all institutions. This is compounded by the emergence of "too many projects and programmes" in the use of information and communications technology.
The review report, published by the Higher Education Funding Council for England, also finds that many academic staff development programmes are "relatively ineffective" in supporting the use of CAL and information and communication technologies. Many staff were reluctant to use off-the-shelf materials but did not have the time or expertise to develop their own.
In addition, resources were being wasted through duplication across different programmes and lack of collaboration and dialogue.
The report finds that while CTI has provided a good and valued service, it has been less successful at reaching heads of departments. It recommends that more staff development rather than more money is required to educate academics in a culture of resistance.
The main benefit of CAL and ICT is perceived to be the delivery of supported and collaborative learning delivered to students at a distance, plus greater flexibility for students in where, when and how they study.