PLYMOUTH UNIVERSITY
CHECKLIST FOR PANELS APPROVING FLEXIBLE AND
DISTRIBUTED LEARNING (INCLUDING E-LEARNING)
(FDL) PROGRAMMES
1
INTRODUCTION
This checklist has been drawn up with UK programmes in mind. For
overseas programmes there are additional issues which would need to
be taken into consideration. The checklist focuses on particular issues
for programmes involving flexible and distributed learning (including elearning) (FDL) which panels will want to explore with the programme
team, in addition to the issues discussed as part of all approval events.
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PRINCIPLES
2.1
The approval process must ensure that FDL programmes are of
equal academic standing to other provision.
2.2
In the process of approval, particular attention must be paid to:
 The coherence between programme aims, learning outcomes,
the strategies for FDL, the supporting learning resources and
the modes and criteria for assessment.
 The learning opportunities provided for students to enable
them to achieve the required academic standards.
 The nature of the student learning experience,
 The extent to which the aims of the programme promote
student development and autonomous learning.
 The strategy for formative and summative assessment, and
the procedures for implementation.
 The structures for student support – at a distance, locally, online, peer support etc.
 The process for student feedback.
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CHECKLIST OF QUESTIONS FOR APPROVAL PANELS
In addition to the issues listed on the Aide-Memoire currently being
used, where on-line or blended learning is being considered, approval
panels should also test the following:
Market Research
1.
What market research has been undertaken to assess the level
of interest in a FDL programme in this particular field of study?
2.
What is the profile of the prospective students and how has their
profile been taken into account in planning the programme?
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Teaching and Learning
3.
What opportunities and constraints have the team faced in
developing the programme?
4.
How did the team determine the most suitable teaching media
bearing in mind the aims of the programme and the prospective
students?
5.
What training and staff development
undertaken for preparing FDL materials?
6.
How has good practice (in e- and blended learning?) been taken
into account in designing the programme?
7.
How will students on an e- or blended learning programme be
given opportunities to discuss / work as a group?
8.
How is the pace of students’ learning structured?
9.
How will you ensure information, instructions and guidance are
sufficiently full, explicit and clear in an e-learning or blended
learning mode?
10.
What learning materials will students be expected to provide for
themselves? e.g. a PC, on-line access; comparability issues
11.
How were the e- or blended learning materials field-tested with
students?
12.
What will be the lines/forms of communication between tutors
and students, amongst students and between tutors?
13.
How will students be encouraged to be ‘active learners’?
14.
What records of telephone/e-mail communications between
students and tutors will be required and how will these be
monitored?
have
colleagues
Student Support
15.
What methods of learning support will be available to students –
e.g. additional electronic learning materials, access to on-line
journals, library access, , postal, local academic tutor etc?
16.
How will you respond to students experiencing difficulties?
17.
How are students prepared for self-directed learning and the
management of their learning?
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18.
How will students have access to pastoral support, and will this
include access to Careers guidance/ other advisory services eg
welfare, counselling etc?
19.
What induction and support will be offered to students at the
start of the programme to familiarise themselves with any
technical requirements?
20.
How will students be encouraged to form student remote
networks or face-to-face self-help groups?
21.
What technical support will be offered to students experiencing
difficulties with computing equipment?
22.
Who are the key members of staff and what are their particular
responsibilities? Whose staff are they, and how can the
University ensure approval of staff not currently employed by the
University e.g.operating in remote locations? How have pastoral
and academic staff been briefed/trained, particularly in relation
to e- and blended learning and assessment?
Assessment
23.
How will students be provided with information relating to
assessment?
24.
What will be the strategies for providing timely formative
assessment to students?
25.
What instructions will be given to staff (including local centre
staff) and students on the format and security measures that
they should adopt when sending material electronically?
How will assessment at local centres be managed e.g. through
British Council or other agencies?
How will the identity of those sitting examinations be assured?
26.
What systems have been put in place to confirm safe receipt of
student work and to ensure the secure and reliable transfer of
student work to assessors?
Learning Resources
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What is the policy for upgrading hardware and software?
28.
What arrangements are in place to review the quality of learning
resources and against what criteria? e.g. academic currency,
pedagogic effectiveness, relationship to learning outcomes,
developing technology, appropriateness of new local centres
etc.
29.
How will students’ access to the intranet be supported?
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30.
What are the procedures for reporting technical failures? What
mechanisms are there to ensure that urgent problems are
addressed quickly?
31.
How will students access Library facilities? Where only on-line
access is involved, are the e-learning resources sufficient to
support the programme?
Quality Assurance
32.
How will the nature of the students’ experience be evaluated?
33.
How will students’ anonymity be protected where feedback is
generated on-line?
34.
How will student representation be organised?
35.
How will on-line students receive responses to issues raised in
their evaluations?
36.
What guidance and briefing have been given to external
examiners for them to fulfil their role effectively, particularly in
relation to e- and blended learning?
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