10 Research and evaluation

Benchmarking data in social care is not easily obtained due to the sector's structural diversity. In order to underpin our e-learning work programmes, we need to undertake robust research in the areas of:
- e-learning readiness
- learning needs
- learning outcomes and their impact on services.
E-learning readiness research needs to focus on assessing the sector's current capacity and future needs in our main action areas:
- the 'kit' - what infrastructure (both hardware and connectivity) currently exists in the sector; what will be needed tosupport our aims in e-learning, knowledge management and workforce development
- the 'know-how' - what level of e-learning skills do social care learners and educators currently possess; what levels do they need to make effective use of the opportunities e-learning offers
- the 'subject materials' - what e-learning content currently exists in social care; what kinds of content does social care need now and in the future
- the 'technical systems' - what delivery and support systems are currently in use; what might best suit the sector's future needs
- the 'organisational systems' - what are the organisational, cultural and structural drivers and barriers to e-learning in social care, and how can they be addressed.
This data could be gathered in a variety of ways, including large-scale sampling and surveys of the sector 'as it is', or by initiating pilot programmes of e-learning and then assessing the drivers and barriers to its use. The pilot and evaluation approach has some advantages in an area like ICT provision, where large-scale research runs the risk of becoming out of date very quickly. There is also possible access to data through existing reporting mechanisms such as the annual Delivery and Improvement Statements provided to the DH by local authorities.
Learning needs assessments must assess the sector's training and education needs from the perspective of social care staff, social care employers, service users and regulatory bodies. Each of these groups may have differing perspectives on where current skills are lacking and which areas have the highest priority. A centralised approach to researching and evaluating these needs will provide the sector with a 'roadmap' for workforce training and development, monitored and updated to take account of increasing skills and also of changing service needs. Baseline data will allow us to understand more clearly 'where we are now' and to establish appropriate plans to achieve our objectives.
Once we are starting to implement e-learning on a wide scale, evaluation of learning outcomes will be the only way to assess the impact of e-learning on the sector. In turn, research on learning outcomes needs ultimately to be related to changes in practice and to improved outcomes for service users. These linkages are complex and currently not well understood.
A major evaluation of the social work degree is currently under way, which will incorporate evaluation of learning technologies and of e-learning approaches, and provide important information on the effectiveness of e-learning in the social work education context, as well as considering the links between learning outcomes and changes in practice.
Evaluations of the impact of e-learning on the sector will enable us to contribute to the wider body of knowledge on e-learning. The NHSU, relevant sector skills councils and HE institutions will be important stakeholders in evaluation research.