Case Study

  • Case Study - Arkadin Implements Totara

    Case study highlighting how Arkadin introduced Totara for over 1,200 users worldwide, offering nearly 300 courses.

  • Case Study - On supporting e‑learning in the field of resilience management with an open source authoring tool

    Among all the pedagogical and technological features that could be used with the aim of improving and making more effective online education, we have identified virtual and augmented reality-based technologies and the creation and sharing of digital open resources as interesting issues not yet adequately covered. Both of them can be exploited in the current and trendy Massive Online Open Courses (MOOCs) scenario, so as to make their content and activities more interactive and effective.

    Download the 18 page pdf case study here 

  • Case Study: A.G. Barr

    A.G. Barr is a FTSE250 Company who's been manufacturing and distributing soft drinks since 1875.  Currently employing 900+ employees across the UK, A.G. Barr have used Totara since 2012, but they needed to revisit the structure of content to future-proof the system for the delivery of planned projects, while meeting new tracking and reporting requirements. 

  • Case Study: Aberdeenshire Council

    In 2012, Aberdeenshire Council were using an entry-level learning management system to manage a small number of e-learning modules.

  • Case Study: Best-practice model for technology enhanced learning in the creative arts

    This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning.

    In considering a blended learning best-practice model, three factors should be considered:

    • the conscious and active human intervention,
    • good learning design and pedagogical input, and
    • the sensitive handling of the process by trained professionals.

    This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution.

    It was found that four main barriers affect the use of the VLE within creative arts:

    • lack of flexibility in relation to navigation and interface,
    • time in developing resources,
    • competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and
    • factors affecting the engagement of ‘digital residents’.

    The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning.

    The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts.

    The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.

    You can read the full report from

  • Case Study: Halfords Group

    Within the Halfords Group there was a need to deliver a consistent level of learning in a structured format, so that colleagues and the business could recognise personal and corporate capability levels.

    Working across a network of 460 stores, across UK and Ireland with 8,500 colleagues, Halfords needed a solution that brought strong return on investment and a great user experience. Halfords chose Totara Learn as their preferred Learning Management System (LMS) to fulfil these needs.

  • Case Study: The Role of a Technology-enhanced Learning Implementation Group in Mediating an Institutional VLE Minimum Standards Policy

    Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience.

    This paper offers insight into an under-researched area of such a VLE standard policy development using a case study of one university.

    With reference to the implementation staircase model, this study takes cue from the view that an institutional VLE template can affect lower levels directly, sidestepping the chain in the implementation staircase.

    The Group’s activity whose remit is to design and develop a VLE template, therefore, becomes significant.

    The study, drawing on activity theory, explores the mediating role of such a Group. Factors of success and sources of tension are analysed to understand the interaction between the individuals and the collective agency of Group members.

    The paper identifies implications to practice for similar TEL development projects. Success factors identified demonstrated the importance of good project management principles, establishing clear rules and division of labour for TEL development groups.

    One key finding is that Group members are needed to draw on both different and shared mediating artefacts, supporting the conclusion that the nature of the group’s composition and the situated expertise of its members are crucial for project success. The paper’s theoretical contribution is an enhanced representation of a TEL policy implementation staircase.

    The study is available to download from Research in Learning Technology.

  • Research & Case Studies