Distance Learning

Distance Learning Policy

Introduction.

While the University perceives itself as offering predominately campus based learning experience for its students, there are a number of courses and modules offered by distance learning in order to meet specific student needs, for example:

• Work based or vocationally based courses or modules, where there is a necessity for a significant portion of the student’s learning to take place and be supported away from campus and in the learner’s work environment.

• Part-time courses or modules, where there is a need for flexible delivery to suit the learner’s needs because of, for example, distance, accessibility problems, work or home commitments.

• DL courses or modules validated but not delivered by the University (e.g. Kaplan).

Definition[1]

DL takes place when the teacher and learner are in physically separate locations. Access to the teacher and other learners is usually enabled through the use of technology (e.g the web, CDs, videoconferencing) and so distance learning is often a form of e-learning. The interaction between the learner and teacher may be synchronous (in real time e.g. videoconferencing) or asynchronous (with a time delay e.g. email) or both.  Distance learning may also be paper-based, in which case the interaction will be asynchronous. 

A hybrid degree course offers students a combination of both DL and campus-based learning (e.g. two years by distance, one year on campus).

Blended learning (BL) combines aspects of online and traditional educational practices for campus-based students. Examples would be the provision of educational material on-line for use off-campus, or the use of technology in the classroom.

E-learning is learning supported or enhanced through the application of Information and Communications Technology (ICT). It most commonly takes the form of web-based learning: a generic term for teaching, training or learning delivered over the Internet or an intranet using a Web browser. Web-based learning includes static methods -- such as streaming audio and video, hyperlinked Web pages, live Web broadcasts, and portals of information -- and interactive methods -- such as bulletin boards, chat rooms, instant messaging, videoconferencing and discussion threads.

Policy

A DL course is expected to be of the same high quality as any other course of the University and must demonstrate that it will meet student needs effectively as part of the approval process.

DL proposals are approved in the same way as any other course or module.  The approval process for DL makes reference to the QAA Code of Practice (section 2) and is designed to safeguard the student experience.

New courses which are delivered all or part by distance learning require a validation event as which key questions will include the management of the learning experience, scrutiny of the learning platform, staff skills and training, learner support, contingency plans should the technology fail. 

New modules are approval via the standard procedure for new module approval.  However, DL module approval includes an extra set of questions.  Departments are also required to indicate the number of other DL modules they have and whether a student could study a significant part of their course at a distance.  The Dean may request an early Periodic Review if they are concerned that the volume of new modules delivered by DL is creating courses that are hybrids or entirely DL. 

Rachel Lucas

Assistant Registrar (Quality)

June 2008