Abstract
Purpose – This study explores the various models influencing online distance learning growth in UK Higher Education Institutions (HEIs) due to the evolving politico-socio-economic environment and traditional educational challenges. It aims to understand their effects on teaching methods, resource allocation, and time investment. The research involves semi-structured interviews with 25 senior academic and management personnel involved in online education. The study usestheme analysisto understand current tactics and content generation processes, their benefits and drawbacks. The findings offer valuable insights for HEIs to align their resources with strategic pedagogical growth in online distance learning.
Design/methodology/approach – Network and referral sampling techniques were employed to access individuals with direct experience in developing online provision within UK higher education institutions (HEIs). To understand institutional responses to political and socio-economic shifts, as well as declining international student enrolment, semi-structured interviews were conducted with 25 senior academic and managementstafffrom UK HEIs. The data were then manually analysed using thematic analysis, enabling an indepth, nuanced interpretation through iterative reading and theme refinement. This study offers a comprehensive overview of the strategies adopted by UK HEIs, aiming to support strategic decision-making in online distance learning.
Findings – The results of this study demonstrate that UK Higher Education Institutions (HEIs) use a wide variety of methods to create online distance learning programmes. An examination of semi-structured interviews reveals the diverse procedures involved in content production for each model. The selected models have varying effects on the advancement of teaching methods, allocation of institutional resources, and time dedication. The benefits of this approach include increased adaptability and ease of use, while the drawbacks are difficulties in obtaining resources and possible limits in teaching methods. This study provides a fundamental paradigm for integrating institutional resources with strategic pedagogical growth, delivering useful insightsfor HEIs who are considering or actively involved in online distant learning.
Originality/value – Thisstudy is unique because it explores and examinesthe many approaches used by HEIsto construct online distance learning programmes. The research addresses the contemporary political, social, and economic context and the problems faced by traditional educational paradigms. It makes a unique contribution by conducting interviews with senior academic and management personnel who are actively involved in online education. An examination of the lived experiences provides detailed insights into the processes of content production, as well as the benefits and drawbacks of each model. This study is the first complete analysis that establishes an original basis for aligning institutional resources with strategic pedagogical growth in the everchanging landscape of UK HEIs.
Design/methodology/approach – Network and referral sampling techniques were employed to access individuals with direct experience in developing online provision within UK higher education institutions (HEIs). To understand institutional responses to political and socio-economic shifts, as well as declining international student enrolment, semi-structured interviews were conducted with 25 senior academic and managementstafffrom UK HEIs. The data were then manually analysed using thematic analysis, enabling an indepth, nuanced interpretation through iterative reading and theme refinement. This study offers a comprehensive overview of the strategies adopted by UK HEIs, aiming to support strategic decision-making in online distance learning.
Findings – The results of this study demonstrate that UK Higher Education Institutions (HEIs) use a wide variety of methods to create online distance learning programmes. An examination of semi-structured interviews reveals the diverse procedures involved in content production for each model. The selected models have varying effects on the advancement of teaching methods, allocation of institutional resources, and time dedication. The benefits of this approach include increased adaptability and ease of use, while the drawbacks are difficulties in obtaining resources and possible limits in teaching methods. This study provides a fundamental paradigm for integrating institutional resources with strategic pedagogical growth, delivering useful insightsfor HEIs who are considering or actively involved in online distant learning.
Originality/value – Thisstudy is unique because it explores and examinesthe many approaches used by HEIsto construct online distance learning programmes. The research addresses the contemporary political, social, and economic context and the problems faced by traditional educational paradigms. It makes a unique contribution by conducting interviews with senior academic and management personnel who are actively involved in online education. An examination of the lived experiences provides detailed insights into the processes of content production, as well as the benefits and drawbacks of each model. This study is the first complete analysis that establishes an original basis for aligning institutional resources with strategic pedagogical growth in the everchanging landscape of UK HEIs.
| Original language | English |
|---|---|
| Journal | Education and Training |
| Early online date | 18 Apr 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 18 Apr 2025 |
Keywords
- Distance learning
- Pedagogical development
- Content creation
- Online provision
- Resource commitment
ASJC Scopus subject areas
- Education
- Business, Management and Accounting (miscellaneous)