City University has reported a significant increase in the uptake of e-learning following the creation of a dedicated support unit and implementation of an improved course delivery and management system last summer.

The university claimed that over a fifth of its 11,500 students, as well as up to 300 lecturers, are now regularly using the WebCT Vista e-learning system to access online course modules and support materials.

City University sees e-learning as a way to increase course participation levels, attract part-time students seeking more flexible learning options and lower administrative costs.

Susannah Quinsee, head of the university's e-learning unit, said: "Today's students are very IT literate.

"This does not mean we are replacing face-to-face teaching, but we have to give students more flexibility and independence. A blended approach to learning makes the most sense."

The university's School of Informatics began trials of e-learning in 2000, but growing demand from students and academics prompted the university to broaden use of the system to other departments.

"Informatics has obviously embraced the system substantially, but we now have users in most other areas, including languages, communications, journalism, music and nursing," said Quinsee.

So far, only 150 of City University's 2,000 course modules make use of the virtual learning environment, but Quinsee indicated that she hopes to double that number by next year.

"We also have tentative plans to put a base level of material for every module online within the next 18 months or so," she added.

Around half of users are taking full advantage of the system's features. "Initial take-up has tended to be among non-traditional students seeking flexible learning," explained Quinsee.

"They are using the system in a fairly advanced way to access course and lecture materials, take online assessments, submit coursework and collaborate by means of discussion boards and chat rooms."

The university chose WebCT Vista because of the system's strong academic focus and flexibility, which was vital to ensure buy-in from university staff.

"To roll out something like this successfully you need to appeal to academics, and it is very important that they do not feel that their teaching style is compromised by technology," said Quinsee.