1. Dr Barbara Newland, Brighton Lindsey Martin, Edge Hill Alice Bird, Liverpool John Moores

2.  In UK Higher Education ◦ eSubmission is becoming more mainstream ◦ There is a shift towards eFeedback. eSubmissiononline submission of an assignment eMarkingmarking online ie not paper eFeedbackproducing online feedback which could be text, audio etc but not paper

3.  Methodology ◦ Target group – members of UK Heads of eLearning Forum representing over 125 UK HEIs ◦ Method – anonymous online surveys carried out in 2011 and 2012.  Results ◦ 38 responses in 2011 (30% response rate) ◦ 44 responses in 2012 (35% response rate) 

4. Drilling down (2012 only)

5. Changing Practice Changing Practice Percentage of responses* * Institution or department-wide

6.  Recurring use of 'patchy’ in relation to levels of adoption ◦ Typically, experimental/individual/local initiatives led by enthusiasts  But interest in moving to wider adoption ◦ 12/38 planning to increase adoption substantially

7.  Evidence of eSubmission becoming more mainstream ◦ 18/44 respondents indicated increased use of eSubmission, in the previous 12 months ◦ only one reference to 'patchy‘ adoption  replaced by terms such as 'moving towards', 'rolling out‘  Some evidence of move to eMarking and eFeedback ◦ Frequent reference to ‘pilots’ and projects to evaluate/test new ways of working  7/44 working on improving technology (not evident in 2011)  better integration  improved robustness  anonymous submission  feedback tool

8.  Anxieties about eSubmission, eMarking and eFeedback process ◦ 31/34 identified one or more anxiety  Need for ‘Balance of progress Vs preserving academic choice’ ◦ Adoption being driven mainly by senior management, learning technologists, students ◦ Fewer examples of academic staff driving adoption

9.  Comparison of 2011 and 2012 survey demonstrate ◦ Emerging trend towards mainstreaming eSubmission and greater use of eFeedback But ◦ Need for balanced approach when rolling out institutionally to overcome barriers References - www.helf.ac.uk