QAA Code of practice: Collaborative and flexible and distributed learning (including e-learning)

1. QAA Code of practice: Collaborative and flexible and distributed learning (including e-learning) David Buckingham Assistant Director Quality Assurance Agency for Higher Education

2. Collaborative provision • provision which is delivered and/or supported and/or assessed through an arrangement with a partner organisation

3. Reasons for revision • blurring of distinction between types of collaborative process – franchise, validation? • blurring of distinction between collaborative and distance learning arrangements • confusion about the status of the ‘guidance’ that follows the precepts • availability of the Academic Infrastructure to provide outcomes-based reference points

4. The Academic Infrastructure • Code of practice for the assurance of academic quality and standards in higher education (the Code) • Framework for Higher Education Qualifications (FHEQ and SCQF) • subject benchmark statements • programme specifications

5. Emphasis on … • outcomes (academic standards, students’ experience of learning) rather than on process (franchise, validation, etc) • the distinction between standards (of awards) and quality (of provision) [note the warnings about ‘serial’ provision] • the awarding institution’s ability to assure itself of the standards of its awards and satisfy itself of the quality of provision, whatever the process

6. Reasons for revising the distance learning guidelines • limited (and dated?) models of distance learning in the distance learning guidelines • expansion of e-modes of provision • ‘learning’ not necessarily at a ‘distance’ • concept of ‘equivalence’

7. Approach to revision of the Guidelines for distance learning • recognise that distance is less significant than learning • move from process-based approach to an outcomes-based approach • offer ‘explanations’ rather than ‘guidance’ • consider a student’s expectations of - delivery - learner support - assessment of students

8. E-learning • does e-learning need separate treatment? Not if we • focus on students’ experience of learning • treat e-modes as part of flexible and distributed modes of learning, but • note particular e-features of delivery, support and assessment

9. Flexible and distributed learning (FDL) • provision which is delivered and/or supported and/or assessed through means which do not require the student to attend particular classes or events at particular times and particular locations • distance is not a determining feature • embraces e-modes and mixed modes of learning

10. Format of revised code – Part A • recognise that collaborative and FDL arrangements have common features in respect of the management of standards and quality • precepts identify responsibilities of a UK HEI in respect of the collaborative and FDL arrangements that lead to its academic awards • they are supported by explanations of the reasoning behind them

11. Format of revised code – Part B • precepts relate to output expectations of FDL provision from a student’s view • they are grouped by - delivery - learner support - assessment of students • they are supported by explanations of the reasoning behind them

12. Key principle of the code • collaborative and FDL arrangements, wherever and however organised, should widen learning opportunities without prejudice to - the academic standard of the award - the quality of what is offered to students