Staffordshire University Distance-Learning Project Final Report December 2012

The purpose of this report is to summarise the findings from the Distance-Learning Project Working Group which met between April and December 2012. In addition to an exploration of the current practice in distance-learning, recommendations are also made as to how the University might effectively deliver this type of provision in the future. Preferred scenarios and focussed options are highlighted, with a view to finding discernible pathways to achieve a sustainable solution for future distance-learning provision.

Marj Spiller Distance-Learning Project Manager

Contents

Executive Summary Page 3

Definition of terms Page 4

The external environment Page 4

The internal environment-current distance-learning at the University Page 5

Finding a way forward Page 7

Project structure and membership Page 8

Auditing and exploring existing institutional practice Page 9

Capturing the student voice Page 11

Learning from external practice Page 13

Task and finish group recommendations Page 14

Summary of the emergent issues Page 19

Key recommendations: suggested ways forward Page 22

Conclusions Page 24

References Page 25

Distance Learning Project Plan Appendix 1

Inventory of Distance Learning Resources Appendix 2

Inventory of A to Z e-Learning facilitation within the University Appendix 3

Audit of Current Institutional Practice Appendix 4

Survey of Current Distance Learning Students Appendix 5

Distance Learning-Student Quotes Appendix 6

Distance-Learning Practice Within Other Universities: Desk-top Research Appendix 7

External Intelligence Gathering Appendix 8

Task and Finish Group Summary Reports Appendix 9

Scenario Planning Appendix 10

Options Appraisal: Emergent Views Appendix 11

Executive Summary

In order to understand distance-learning provision within the University, a Project Working Group and a Project Board were established. The membership of these groups was representative of all Faculties and relevant Services, bringing together a number of academic and professional support staff involved in distance-learning. This in itself was a significant achievement, paving the way for a partnership approach to the project from staff who had hitherto worked quite separately. These groups met between April and December 2012, and as a result of a number of tasks which they agreed to undertake, a collective approach to the analysis of data was achieved, leading to the production of a final report.

Essentially the report seeks to make sense of the current practice in distance learning within the University, set in the context of both institutional academic policy and national trends for this type of provision within the HE sector. From the early stages of evidence collection for this report, it became apparent that despite some pockets of excellent distance-learning practice within the University, a cottage-industry approach had evolved, with an obvious lack of consistency in how a number of administrative and pedagogic tasks were undertaken. Duplication of resources also became apparent, with limited sharing of good practice and an in-built systems inertia to cope with the growing student demands for greater flexibility, transparency and accessibility. In addition, a lack of institutional definition of what distance-learning meant was coupled with a student-record system which produced confusing data-coding and therefore little help to staff in the accurate monitoring of student retention and achievement.

Through this project, task and finish groups were established. This structure provided opportunities for staff from different parts of the University to discuss how distance learning could be improved. Tracing the student life-cycle within the University and focussing on staff and student support, finance, protocols, standards, and technical infrastructure, a number of suggested developments were made. Superimposed on these, scenario-planning and options appraisal exercises were undertaken, leading to the outlining of key recommendations not only for how distance-learning can be taken forward within the University but also indentifying which groups of potential students to target.

The conclusions outlined in this report highlight that in order to secure future growth in distance- learning provision, continuing with the current localised approach to curriculum planning, administration and management is not an option. Instead, a strong institutional commitment to

centralisation is needed. This will require up-front investment to secure greater efficiency and effectiveness, enabled by the introduction of institution-wide policies and practices to put the distance-learning student at the heart of every decision and process.

If the Executive Team decide to adopt an in-principle agreement with the recommendations within this report, the next stage would be to commission a fully-costed business-plan.

Definition of terms Before exploring the current state of distance-learning within the University, a clarification of the terminology in use is necessary. Undoubtedly there exists a wide range of terms for this type of provision, both within the University and in the wider HE sector. Phrases such as on-line learning, flexible learning, technology-enhanced learning, e-learning and work-based learning are often used to describe learning which is not enabled through face-to-face delivery but instead where the student and the tutor are separated. HEFCE allude to distance learning as a regime whereby attendance at lectures is not necessary but can, instead, be replaced by electronic or paper-based engagement with students. Similarly, HESA highlights the non-attendance nature of this form of learning, whereas QAA focus on the way in which learning materials are transferred to the student’s location rather than the student moving to the location of the resource provider. Therefore, for the purpose of this report, distance-learning refers to any form of learning which separates the student from the tutor, and the provision of learning materials is predominantly through electronic rather than paper-based mediums (even though this still occurs on some awards). It does not include blended learning which combines face-to-face with on-line learning.

The external environment Across the HE sector, distance-learning provision is becoming an attractive proposition to individual institutions seeking to counterbalance a capped and diminishing under-graduate population with a new-found (and mainly post-graduate) pool of learners. Furthermore, in an era of squeezed campus- based accommodation, distance learning offers a plausible solution to the problem of how to increase capacity without putting undue strain on resources. It also enables universities to reach into global markets, compensating for the tightening of UK Border Agency restrictions which now limit the number of overseas students accessing traditional campus-based learning. This growth of distance-learning provision within universities has not, however, been the result of sector or institutional strategic development. Instead, it has tended to be localised, piecemeal and the result of atomistic endeavour. Indeed, whilst White et al. (2010) claim that 37% of UK FE and HE institutions offer one or more distance-learning, they also suggest this expansion “has taken place

on an ad hoc basis, often at the departmental level, and this has led to a situation where it is difficult to assess the overall level of ODL (online distance-learning) across the sector” (p. 11).

Traditional models of higher education are under threat by the rise of the information society. There has been a transformation in regards to how information can be accessed (e.g. the Cloud, Open Educational Resources and Mobile Learning) and the physical constraints on learning are no longer tied to a physical location in manner that they once were. The classroom is no longer a three dimensional space, the library is no longer a building of books. There is a now a level of maturity in technology-supported learning, with an understanding of the factors that influence successful educational outcomes in online distance learning. In addition, the digital environment is now an effective place for social interaction and collaboration and one that provides expanded options for the educational experience. Indeed, there is now a sufficient body of evidence that online distance learning can produce as effective and indeed stronger student learning outcomes than traditionally delivered courses.

Despite the growing popularity of distance-learning as a preferred way to study in a number of universities, completion statistics are significantly lower than in awards using face-to-face teaching. These indicate that many students find distance-learning a challenging way to study, leading to nationally low retention and graduation rates. Furthermore, international distance education graduation rates are very low compared with conventional face- to-face higher education. These are sometimes in single figure percentages. The OU’s graduation rates are currently at 22% which equates to only about a quarter of full-time (82%) and half of part-time (39%) UK Higher Education graduation rates. Most drop-out occurs very near the beginning of a course or module. In the OU nearly 40% of new students leave before the first assignment. There are also substantial differences in dropout rates between modules.

The internal environment-current distance-learning at the University a) Regime adopted To date, distance-learning at the University has evolved locally within Faculties rather than being centrally planned and managed. Planning has definitely taken place, but it has been within Faculties as part of localised curriculum development rather than towards cross-institutional distance-learning growth targets. Indeed, this type of growth has predominantly been amorphous in nature with many localised pockets of excellent practice. It has been nurtured by skilful and dedicated enthusiasts rather than through a top-down strategy to increase student numbers. Much good practice has been shared between tutors from different disciplines who have acted as pioneers and champions, leading to a gradual expansion over the years.

In effect, this has facilitated a collegial and collaborative support environment for the development of distance-learning, albeit organically-initiated rather than strategically driven. Furthermore, this approach has enabled an effective inter-disciplinary transfer of ideas, concerns and pragmatic solutions. Added to this, the Learning, Development and Innovation (LDI) team and latterly the e- learning facilitators have been a valued source of focussed support for all staff working on distance- learning awards. As a consequence, advice, guidance and skills-updating have been provided to improve the confidence and competence of many distance learning tutors. Through this liaison with e-learning specialists, three principal models of distance-learning have been adopted (discussion- based, collaborative and Independent/self-organised). The majority of distance-learning awards within the University follow the discussion-based model through which there is mainly one cohort per year and requires the tutor to display high-level on-line discussion skills. A collaborative approach is used in some areas, and this also tends to recruit only one cohort per year as it is based on group-work and/or collaborative problem-solving. A minority of awards (e.g. the NDA) follow the independent self-organised model which allows ongoing recruitment throughout the year on a roll- on/roll-off basis. However, whilst this models-based standardisation of distance-learning has led to a more confident development, there has been a fundamental lack of a University-wide strategic steer. b) Key facts

Based on Thesis data (September 2012), the following headline statistics give an indicator of the range of distance-learning awards provided by University staff (as opposed to through partners) and the numbers engaged in this type of study.

Number of full awards centrally validated as distance-learning: 64

(4 Foundation Degrees, 9 under-graduate awards, 40 MSc/MAs and 11 Certificates or Diplomas)

Number of certificates of credit in distance-learning: 41

Full awards with over 100 students (in 1st and 2nd year combined)

MA International Relations: 111

MA International Policy and Diplomacy: 154

BA Advice Studies: 186

LLM Legal Practice: 125

Number of distance-learning awards with only 1 learner enrolled: 19

Total number of students on distance-learning awards : 3197

In addition to the above students, it should be noted that there are also distance-learning students enrolled on awards through a small number of partner organisations taught by their own staff. The National Design Academy (NDA), for example, currently has 753 distance-learning students. These are taught not by University staff but by NDA staff.

Finding a way forward In order for the University to meet its growth targets, it is anticipated that the capacity for students to study in a more negotiated way, needs to be considered, with the possibility of multiple entry- points for cohorts of learners to commence. This will necessitate the careful balancing of students’ needs for ease of access, transparency of information and maximum choice in curriculum pathways, with tutors’ desires to retain academic rigour and work within a pragmatic regulatory framework which has equivalency to all taught courses. Superimposed on this will be to plan strategically and to make provision for an increase in the number of distance-learning students. In addition, the Academic Strategy states that to achieve a student-centred success culture, the University will support learning by using technologies that reflect and anticipate the needs of our students. The Academic Strategy includes the following targets:

Expand the use of Blackboard 9 as the required University VLE for on-campus awards and those in partners and to optimise its pedagogic applications including e-assessment and feedback Develop a consistent approach to the delivery of Distance Learning in order to support an increase in the number of online and blended learning programmes across levels Broaden the use of new technologies such as mobile devices, new social media and other innovations

Within this context, a cross-institutional Distance-Learning project was launched in April 2012 with the remit of:

auditing existing distance-learning programmes, including related procedures and practice (academic and administrative, especially student data record management) exploring issues to be addressed around the student experience and student support relating to Distance-Learning exploring a range of learning models that would enhance the students’ learning experience considering how to improve the standards and consistency of the student Distance-Learning

experience exploring the technical infrastructure required to underpin the student learning interface delivering and evaluating discussion forums to share good practice, explore and agree common procedures and requirements gathering examples of good practice from both the FE and the HE sector This report seeks to document the findings on all these aspects. It will also make recommendations on how to develop University defined processes and procedures to support the efficient and effective delivery of a high quality, highly reputable distance-learning portfolio. In particular, it will seek to make recommendations about the efficient and effective University management arrangements for Distance-Learning provision (University/Faculty responsibilities) whether distance-learning should be driven through a cross-university centre. how expectations for academic engagement with distance-learning students and specific arrangements for academic work load planning for distance-learning programmes will need to take place how to support students on distance-learning programmes and the staff who are delivering them the resources required to deliver such programmes

Project structure and membership

To achieve the required outcomes from this project, two separate groups were established: The Project Board The Project Working Group The Project Board provides a strategic steer for this initiative and is comprised of: The Executive Pro-Vice Chancellor Project Manager (Marj Spiller) Director of IS Dean of Academic Policy and Development The Project Board met at the beginning of the project. Subsequent meetings continue to be scheduled as and when they are needed. The Project Working Group provides the operational roll-out of the project. The membership of this group is: Project Manager LDI representatives (2)

Associate Director of IS - Learning Support Associate Director of IS (Information Technology) Faculty distance-learning champions/award tutors (6) Student Systems Project representative Faculty e-learning facilitators (6) In total, seven meetings of the Project Working Group took place Between April and November. All meetings were well attended, and the enthusiasm, motivation and willingness to collaborate shown by all members were all extremely commendable. In particular, there has been an exemplary inter- professional exchange of ideas between professional support and academic staff, leading to realistic and robust recommendations being made. From the outset, a project plan was jointly agreed (see Appendix 1), outlining key tasks, ownership of responsibilities and target dates. This provided a workable structure and direction for the Project Working Group.

Auditing and exploring of existing institutional practice A series of audits and surveys have been carried out to ascertain the way in which distance-learning within the University is currently carried out, for example:.

An inventory of distance-learning resources and support practices available within the University was compiled by e-learning facilitators. (Appendix 2).This has been further supplemented with a list of e-resources from study-skills tutors in IS (Appendix 3). In combination, these sources of evidence showed that:

Despite a wide range of resources available to students, there is both a lack of consistency and duplication in the development and use of some of these.

A number of different resources and methodologies exist to support staff in their development of competence and confidence in distance-learning. However these vary between faculties and are not accompanied by local or central policies outlining requirements or standards in the development of staff.

In addition to a range of University-licensed and supported e-learning tools, there are also Faculty supported ones available

Prior to this audit, there was no definitive list of e-learning resources available within the University.

Related to the use of the resources available for distance-learning, it was also reported that there is a need for:

An appropriate IT support policy which outlines resources and services available from the University, in addition to expected minimum specifications for a distance-learning student’s hardware and software

Attention to be given to accessibility issues in line with the Equality Duty to ensure no student is at a disadvantage

The availability of generic University resources e.g. welcome video messages

Greater consistency in the software available on campus computers to enable staff to develop high quality distance-learning resources

Improved access to equipment for online teaching e.g. webcams, microphones, headsets

Greater awareness about the availability of innovative online services and software trials

Facility and time for staff to experiment with technology in order to become more competent and confident in its use

Essential links between web-pages to be maintained

In May 2012, a survey of current distance-learning practice within 24 awards and 6 additional modules was completed by award tutors. Appendix 4 provides a summary of this survey which highlighted that:

The majority were solely on-line awards (as opposed to paper-based or a blended mixture of on-line and occasional days of attendance)

Only one included a compulsory face-to-face induction

There was an absence of centrally provided or Faculty-based distance-learning strategies or policies to guide practice

The majority (73%) were managed by small teams of staff rather than individuals

Local spreadsheets/data-bases were used to track students

The most common pedagogic model was on-line materials, with discussion and group/collaboration and assessment

Student support tended to be delivered locally by programme offices and academic staff

The majority of the awards used on-line submission of assignments

Some additional issues which affect distance-learning provision were also raised through this survey:

The way in which work-loading was managed differently across the University

An insufficiency of time to assess work

The advanced level of IT skills required of tutors, with only an informal strategy to support this

The paucity of time for the development of skills

A lack of standardisation in the marketing and advertising of awards

The difficulty of working within University strategies and policies which do not facilitate distance-learning

A lack of clarity around enrolment, completion, intermitting and withdrawal statistics. As a consequence, an accurate overview of award and module retention rates was difficult to gain.

Capturing the student voice In September 2012, a survey was also carried out to the gather the perceptions of current distance- learning students across the University. The outcomes from this are detailed in a summary report (Appendix 5), showing that:

Most students chose the course because it was needed for work or further study (51%) and was flexible (39%)

96% of current distance-learning students within the University would recommend the course to others. This positivity related, in particular, to curriculum content, student support and relevance to work

Most responses to questions on learning and teaching were positive. The main issue from the data appeared to be the variance in workload between the modules

The majority felt that the study material was engaging and of a high quality

Reinforcing the positive views expressed in the above distance-learning student perception survey, a list of comments from current and past distance-learning students was also complied. Many of these quotes were derived from existing web-based, local-level promotion of awards within Faculties. Whilst appendix 6 gives the comments in full, listed below are some of the highlights clustered under different themes. a) Some students, for example, stressed the flexibility which allowed them to study in a time, place and pace of their choosing:

“...a unique learning environment which enabled me to continue working fulltime...Outstanding flexibility...”

“...a joy to complete...the unique flexibility... no other form of delivery would have allowed me to complete...I wholeheartedly endorse this course...”

“...a real benefit of this course is that you can access material on-line 24/7” b) Others commented on how these distance-learning awards had allowed them to combine work and study:

“...enabled me to juggle a busy lifestyle with course work.”

“...the delivery format gave me a unique chance to obtain a post-graduate qualification...This award has provided the solution for me.”

“Working full-time, I would never be able to do a masters degree, but distance-learning has made this possible...”

“...allowed me the opportunity to study that would not otherwise have been available to me.” c) The notion of being a catalyst for further studies was also flagged up:

“...this coursed has re-ignited my interest in further studies ...distance-learning has given me the flexibility to continue studying...”

“...an excellent launching pad to upgrade previous education...” d) In addition, the career enhancement benefit of this form of study was also noted:

“This is a degree you will be proud of. Led by enthusiastic and dedicated lecturers...it will fulfil your professional and academic expectations...”

“Studying by distance-learning at Staffordshire has certainly created a difference in my life and has also opened up opportunities and a possibility to shine on my career...” e) Other students were just generally enthusiastic about the positive experience this form of delivery had given them:

“...a fantastic experience...I would highly recommend this course to anyone ...”

“...a tremendously enriching experience...” 12

“It was one of the best and scariest decisions of my life...”

“...very practical and student-friendly.”

Indeed, these comments were rich in accolades about the positive experiences of many distance- learning students, suggesting a high level of commitment from staff to deliver in creative and innovative ways.

Learning from external practice To gain insight into distance-learning provision from other institutions, desk research was initially carried out. This was achieved through accessing publicly available information on the websites of 12 other Universities, and resulted in a summary table of key facts being complied (Appendix 7). From this information it became evident that:

There is a predominant focus on post-graduate awards

A variety of mediums is used to advertise awards

Some providers exhibit innovative practice in terms of resource provision and contact with students e.g. apps, iradio and itunes

Different VLEs and software were used e.g. Blackboard, Moodle, WebCT

Some institutions used third-party websites

Partner institutions were involved in the distance learning provision from some institutions

Outsourcing is part of distance-learning provision in some institutions

Analysis of this data then led to additional information being sought from some of these institutions (appendix 8). Although this more in-depth information was originally planned to be gathered through visits, the use of structured phone-calls, emails and Skype enabled this dialogue. A thematic approach was used in the interrogation of the data, revealing that:

The history and evolution of distance-learning within these universities varied, with some changing from paper-based to electronic regimes over the years whereas others were delivered through newly-developed centralised technologically-focussed centres

Whilst a mixture of pure and blended-learning exists within and across these universities, it is the former that predominates

The potential for growth in overseas markets is being increasingly exploited within these universities

Technologically problems does not appear to be a significant issue

Different business-models are being used, depending upon whether partners were involved. Competition and market analysis greatly informed the business model

The development of the distance-learning provision in these universities has been heavily based on QAA and HEFCE guidelines, and has necessitated staff-development

Resource development ranges from teaching staff to specialist course -design centres

Codes of practice, service standards and distance-learning charters have been developed, thereby enhancing the student-support infrastructure

Protocols and policies determine the way assessment is carried out

Questionnaires and student-representatives are predominantly used to capture the learner voice

‘Task and finish’ group recommendations

In order to determine the future requirements of distance-learning within the University, the following three ‘Task and Finish’ groups were established:

1. Student and staff support for pedagogical and technological development

2. Finance, protocols and standards

3. Technical infrastructure

Whilst all 3 groups shared a common remit of identifying the essential requirements for excellence in the delivery of distance/online learning in the life-cycle of the student (i.e. from first enquiry through to graduation), each had a number of specific objectives.

For the Student and Staff Support Task and Finish Group this meant:

Outlining appropriate support mechanisms to enable staff to provide an excellent provision for students

Clarifying the expectations of support in terms of teaching, IT and communication

Identifying how prospective students should be able access information about distance learning courses

Clarifying logical ways for current students to be able to access all resources (learning and staff)

Identifying the web-support needed at all points in the learner journey 14

Exploring compatibility with key University learning and teaching themes e.g. Staffordshire Graduate and the 3 E’s

The Finance, Protocols and Standards Task and Finish Group focussed on:

Exploring the current pricing structure for all current distance-learning provision (not only full awards but also short-courses) and making recommendations for how this should be determined in the future

Identifying easily accessible payment methods and support

Agreeing protocols and service standards for the administration which supports distance learning at each stage in the learner journey

Meanwhile the Technical infrastructure Task and Finish Group concentrated on:

Identifying the student device access requirements (e.g. desktop, smart phone)

Identifying the on-site infrastructure required

Identifying the tools/technology required to support unified communications with students

Ensuring that students have appropriate access to resources

Clarifying the licensing and terms of licensing

Working in this way facilitated a collaborative approach to the development of recommendations. The membership of these groups was largely from the Project Working Group, with additional co- option occurring from some specialist colleagues such as Faculty Directors of Resources and Planning and colleagues from the Finance Department.

All of the groups met a number of times over a four-month period. An outline report from each of these three groups is provided in Appendix 9. In combination, these reports have led to the following recommendations being made:

Pre-course enquiry and enrolment

A research-informed and coordinated marketing and advertising campaign of distance- learning is needed so that the right ‘product’ can be promoted and provided.

A University-wide policy and procedure should guide the protocol of how enrolment for distance-learning occurs. This may need to deviate from on-campus enrolment procedures aimed primarily at undergraduate students.

A consistent approach to the pricing of distance-learning courses across the University needs to be achieved, but being mindful of not pricing ourselves out of the market. This will necessitate a further review of current costing practice, with a view to agreeing a methodology of product costing, linked to the overall University fee-setting process.

A dedicated cross-University website for distance-learning students needs to be introduced. As well as publicity material, this needs to provide links to a central point of enquiry for distance learning applicants, and also enable a seamless approach to enrolments, invoicing and payments.

To meet expectations from regional, national and international applicants, an on-line facility for payments would also need to be introduced as part of a single-entry approach to enrolments and fee-paying. This system would need to be fully integrated, for example, linking payments to invoicing, and enabling the student to track any of their transactions.

Advertising material should be made available in a variety of formats and platforms e.g. videos, podcasts, social media.

Indicative sample material and/or taster courses should be made available in order to give prospective students an insight into future delivery regimes and content levels.

Access should be facilitated 24/7 so as to align to different time-zones, providing advice and guidance in a variety of formats and anticipating that some students may need additional help with enrolment completion.

Anticipating a global market, all text should be jargon-free and culturally aware.

A strong brand-identity for distance-learning needs to be introduced, enabling an effective orientation of the learners. The ‘brand’ however, would not detract from the distinctiveness of the core subject within each award.

Standardised information on course content, requirements, expectations and support should be made available.

Issues of accessibility should be addressed so as to encourage an inclusive approach.

Information on the minimum specifications for technology (hardware and software) should be made clear to students.

Simple strategies to welcome students and aid retention should be employed e.g. early phone-call to new students by relevant staff.

On-course administration, management and support

Operational procedures and administrative arrangements should be suitably flexible for adults studying part-time and at a distance.

A consistent approach through the use of self-help guides needs to be developed for the technical advice made available to students.

A standardised approach to all aspects of student support needs to be achieved. This would necessitate the development of standardised procedures, protocols and documentation. Ideally, these would serve as guides rather than prescriptions, thereby enabling any existing effective practice to be built upon rather than excluded.

A set of technical standards also needs to be developed for all distance-learning awards.

The feasibility of a ‘pay as you learn’ invoicing methodology should be explored, putting the student at the centre of the system.

The data entry of fee payments should be aligned to administrative systems so as not to cause disruption at critical points such as assessment.

The timeliness and accuracy of invoicing also needs to meet customer expectations, with a move towards greater transparency of fee information.

In line with the planned improvements to the Student Records System, distance-learning students should have the facility to view and review their financial statements of payments, debts and due payments within a linked student portal.

Greater communication needs to be achieved between the Finance Department and distance-learning award/module tutors. Accuracy-checking of invoice lists by award/module tutors should be facilitated prior to distance-learning students being contacted.

Processes relating to the management of debtors within distance-learning awards should be reviewed, including how communication occurs between the student, the Finance Department and the award/module tutor.

24 hour IS support should be encouraged and enabled.

Remote support tools such as ‘Log Me In’ should be used to enhance connectivity

Monitoring software should be utilised to minimise the occurrences of broken web-links.

‘Student view’ facilities should be provided for technical support staff so that problems can be more easily diagnosed and solved.

Through products such as ‘Mobile Learn’, an efficient and effective system for mobile technology should be introduced.

So as to ensure continual connection and resource availability, there should be a link to external Cloud as a default system.

Information on progress and progression should be readily accessible to students and up-to- date.

Single contact points (as opposed to a range of different contacts for enquiry, admissions, finance, and student progression) should be facilitated.

Accurate and current data on student progress should inform reporting and review.

Virtual communities of practice should be encouraged for peer support.

Mechanisms to listen to the student voice (individual or collective) should be built in to each award.

Regular and formative evaluation should inform ongoing award review and development.

Curriculum pedagogy and learning

All distance-learning awards to be developed and delivered by trained tutors, many of whom are already expert in this mode of delivery and working at the forefront of effective approaches within their subjects. Where this expertise has not yet been developed, access to support from relevant colleagues (and other resources) should be enabled.

Subject experts from the academic community would be expected to play a leading role in online curriculum development and delivery.

To achieve high-quality learning experiences for students, a consistent approach to work- loading for staff involved in distance-learning should be introduced.

Unified communications tools should be provided to staff in order to ensure that the student learning experience is varied, stimulating and fit for purpose. Distance-learning tutors would be expected to be provided with a kit of tools (e.g. web-cam, camcorder and voice recorder) to enable the design of engaging, flexible and responsive learning experiences for students.

Greater awareness of licensing and copyright needs to be achieved so that tutors can provide access to a wide range of distance-learning resources.

Acknowledging that in this form of learning students and their tutors never meet, technologies in use should allow them to communicate regularly.

Scholarly activity and research into distance-learning should be encouraged, and even where tutors themselves are not engaging in primary research, their practice can be informed by the insights of others active in this field.

Distance learning resources should be of an exemplary design and quality.

All distance-learning awards should follow appropriate learning design models e.g. collaborative, negotiated and independent study, or a version of these which has relevance to that particular curriculum area.

Generic on-line learning skills should be embedded within award induction, with student IT competency diagnosed and differentially supported.

Summative assessment and feedback

Online assessment should be integrated and easily accessible.

Continuing endeavours should be made to find possible alternatives to Turnitin, such as Blackboard Grade Centre and Assessment Tool should be explored

A robust, reliable and easy way to submit assessments electronically should be provided so as to ensure student satisfaction at this critical point within the assessment process. Customised work on the Blackboard VLE should achieve this aim.

Post-award progression and development

Quotations/videos of student success stories should be used to inform future promotion of awards.

Summary of the emergent issues

Through a combination of survey information, audit findings and task-and finish group recommendations, the following issues have emerged:

Visibility of existing distance-learning offer

1) It is not easy to identify which courses are distance-learning. Having some sort of identity which builds upon the Staffordshire University ‘brand’ might help. The incorporation of this aspect into the further development of distance-learning should therefore be considered.

2) The process of searching for distance-learning awards on the University website is time- consuming. Any students attempting to extract a centralised list of such awards from the website would have difficulty. A centralised web-based entry-gate into distance-learning

within the University needs to be established to improve their “discoverability” (White et al. 2010, p. 4).

3) A more centralised, coordinated and adequately funded approach needs to be adopted for the marketing and advertising of distance-learning within the University

Administration and management of distance-learning provision 4) Currently a supplier-led rather than customer-focused approach appears to have been adopted in the ‘behind the scenes’ administration of distance-learning. As a consequence, the student is not necessarily being put at the heart of the system for distance-learning, resulting in many examples of non-alignment in enrolment, finance and award administration. Consideration therefore needs to be given to the introduction of more effective administration and management strategies for distance-learning awards in order to enhance the student experience

5) Flexibility is also limited within the system, causing difficulty for adult learners whose expectations lead them to want to engage anytime and from anywhere. The practicality of this needs to be explored, and perhaps the introduction of multiple cohorts rather than lone-student enrolments could be encouraged. 6) Localised Faculty systems have resulted in a range of different practices to support distance- learning students. Whilst these might support the needs of current learners, any anticipated future growth would necessitate the streamlining and standardisation of procedures, protocols and documentation. 7) Quality systems to support the planning, development and monitoring of distance-learning awards must remain sufficiently agile and flexible to accommodate sustained growth. 8) The coding of data for distance-learning students in the student records system (required by HEFCE) does not help award tutors to track progress as a wide categorisation (over 40 fields) is used for the information. Award tutors therefore have difficulty in extracting simple information on whether students have enrolled, completed, withdrawn or are intermitting.

9) It appears to be difficult to find accurate lists of which awards are distance-learning within the University. ‘Flagging’ by course code is now being done, but prospective students would not be able to easily access this information.

10) Access to data on administration, payments and academic progress is currently limited for distance learning students. Any future development of distance-learning should therefore seek to improve this access.

11) Acknowledging that student retention is nationally low on distance-learning awards, any future growth in this provision will require the effective and efficient tracking of this critical aspect. This will necessitate a robust, integrated and inter-professional approach through which award/module tutors, award administrators and finance personnel are enabled to communicate easily.

Use of appropriate terminology

12) There is inconsistent use of the terms distance and blended learning across the University, even using HEFCE and QAA derived sources. Institution-wide agreed definitions for such terms are therefore recommended.

13) Whilst the term ‘distance-learning’ might be viewed by some as dated, adoption of the more modernised label of ‘on-line’ learning could prove problematic for scrutiny of the University’s provision by external agencies (e.g. HEFCE or QAA).

14) As the market for distance-learning is global, all terminology needs to be sensitive to this wide cross-cultural audience.

Learning and learning support

15) Building on existing research and practice, there is a need to identify, disseminate and mainstream a range of pedagogical models that would support effective and innovative distance learning.

16) Student expectations for integrating their learning within their preferred choice of social media needs to be acknowledged. Distance-learning tutors therefore need to feel competent and confident to work at the forefront of this advancing technology.

17) The support and development for staff involved in distance-learning reveals inconsistencies. Greater formalisation and standardisation in the staff development support which is available should therefore be introduced, building largely on a more coordinated approach to the delivery and access to existing pockets of excellent practice.

18) Whilst a wealth of distance-learning resources appears to be available to staff, a more effective system for sharing these resources needs to be established. This would also help to reduce potential duplication of effort by award tutors and/or e-learning facilitators.

19) Distance-learning development and delivery needs to be incorporated into a work-loading model which can be consistently applied across the University.

20) A more cross-team oriented approach needs to be adopted in the development of distance- learning, ensuring the optimum integration of technological, pedagogical and support systems.

Thus, despite much good practice in the provision of distance-learning to students within the University, the issues identified above indicate that there are inconsistencies in management, support, access, marketing and visibility. It is evident therefore that there would be value in a more coordinated approach to distance-learning within the University. Acknowledging these issues and limitations, the following section outlines how these were used to inform further discussions in order to arrive at some key recommendations.

Key recommendations: suggested ways forward

Based on the information gathered through the audits, questionnaires and task and finish group recommendations, a scenario planning exercise was initially undertaken (Appendix.10), followed by an options appraisal (Appendix11), identifying the following main options.

Doing nothing different (i.e. maintaining the status quo of distance-learning being provided in a piecemeal, Faculty-based regime across the University). Although this would be the least disruptive option, it was rejected as it would not lead to growth, leaving the University behind other competitors within the HE sector. Creating distance learning versions of all undergraduate awards. Despite having the potential to publicly elevate the University’s commitment to the development of distance- learning, this option was also rejected as it would undoubtedly require extensive investment, set against the risk of there currently being no proven market for provision on this scale. Outsourcing for selected awards (either for all aspects of the provision or for certain key functions such as teaching delivery, marketing or administration). Whilst this option was attractive due to its likely minimum disruption for University staff, it was rejected due to the potential risk of losing control of curriculum quality, pricing and brand identity. Focussing mainly on post-graduate and work-based awards, but also piloting a small selection of targeted undergraduate awards. Despite market-research still needing to be done to determine the extent of demand for this type of expansion, it was agreed that focussed concentration on this segment was likely to yield the highest growth potential.

Both these exercises proved to be useful frameworks to further discussion about possible ways forward and to formulate informed suggestions. Distilling the outcomes from these exercises, the following recommendations are now made: 22

Recommendation 1

In order to secure growth in the number of distance-learning students, continuing with the current regime of localised Faculty-based distance-learning is not an option. The introduction of a more centralised approach to the strategic planning and operational management of distance-learning is therefore suggested, with the establishment of a centralised unit, either physical, virtual or a mixture of both.

Recommendation 2

A fully-costed business case would need to be developed to calculate the investment required for a more centralised approach. This would include a realistic appraisal of the upfront investment in both physical and human resources required to enable this type of provision to grow without compromising quality. In particular, investment in an enhanced technological infrastructure would be required, along with the introduction of administrative structures and curriculum regimes which support distance learners. Whilst aligning it to the current direction and vision of the Student Systems Project would be a’ given’, acknowledgement would also need to be made of some key differences in pedagogy and support mechanisms required to make distance learning successful.

Recommendation 3

In terms of target market, the preference is to concentrate on part-time, post-graduate learners, wherever possible exploiting existing commercial links to secure the growth of company-based cohorts of learners.

Recommendation 4

Additionally, a growth in selected under-graduate distance-learning awards should not be ignored. Based on the external-intelligence evidence gathering undertaken, there is already a heavy presence of other universities in the post-graduate distance-learning market-place. Attention should therefore be given to the exploration of suitable under-graduate areas for growth, including niche-market awards for specific company-based target audiences.

0 Recommendation 5

A phased approach to this expansion is also suggested, with the introduction of targeted awards (additional to the current portfolio) in a regime which is inclusive of all Faculties.

Conclusions

To date, distance-learning within the University has been developed and delivered by a small number of highly skilled staff who have been primarily self-taught in their craft. To develop this provision, they have embraced new technologies and pioneered new ways of working. These endeavours have led to the introduction of creative and innovative awards, resulting in many student success stories. Whilst mirroring the evolution of distance-learning within the sector, this Faculty-based atomistic approach is not anticipated to meet the future growth targets for curriculum development within the University. Instead, a more holistic view of distance-learning will need to be adopted, signalling a vision for its future shape, and a strong institutional commitment to its development and support.

Distance-learning requires a different pedagogy to campus-based provision. If the University is to achieve growth in this area, it will need to introduce new systems and processes which place the distance-learning student at the centre and not on the periphery of all decisions. It is not just another form of learning which can be bolted on to existing provision. It requires up-front investment, institution-wide policies, student-focussed systems and effective quality-assurance, monitoring and management. Distance-learning is, indeed, a hybrid form of learning which requires highly trained staff, newly-defined roles and duties, different ways of working and the possibility for progression through new career structures.

Communication is at the heart of this form of pedagogy where the student and the member of staff never meet. All the support systems surrounding this learning and teaching relationship need to be enhanced to achieve flexibility, transparency of information, tight monitoring and effective record- keeping. This requires an ambitious institutional framework based on cross-team working from academic, administrative and technical support staff.

If the University aspires to reach new customers through the development of distance-learning provision, it will require a visionary and inclusive change-management process. This is a marvellous opportunity to do things differently, to target new audiences and personalise learning for many. 24

References

Lentell, H. (2012) Distance Learning in British Universities: Is It Possible? Open Learning, vol. 27, no.1, pp. 23-36

Simpson, O. (2010) 22%0can we do better?-The CWP Retention Literature Review, Centre for Widening Participation, Open University

White, D. Warren, N. Faughnan, S and Manton, M. (2010) Study of UK On-Line Learning Final Report (HEFCE)

Appendix 1

Distance Learning Project Plan Actions Lead person Timeframe Progress Approval and planning 1 Seek Executive approval for project proposal Rosy Crehan Feb-March  2012 2 Seek engagement in project by Faculty Deans and Service Rosy Crehan March  Directors 2012 3 Establish project board and agree schedule of meetings Rosy Crehan May 2012  4 Establish project working group, consult on project proposal Rosy Crehan April 2012  and agree schedule of meetings 5 Develop project plan Marj Spiller April-May  2012 6 Confirm date and time of all project board and project Marj Spiller May 2012  working group meetings from May-December Information gathering

7 Agree definitions of distance, blended and partnership Helen May 2012  learning for current provision within the University Walmsley 8 Conduct initial audit of existing distance learning provision Sue Lee & May 2012  Helen Walmsley 9 Compile inventory of existing e-learning resources and Sue Lee May 2012  facilitation models 10 In liaison with the Student Office, clarify list of current Rosy Crehan June 2012  distance learning courses 11 Clarify QAA, HEFCE (and any other external benchmarking Steve Wyn June-July  such as Matrix) requirements relating to distance learning Williams 2012 provision &Mary Hulford 12 Gather student success stories from current distance Marj Spiller May-  learning provision August (Quotes 2012 rather than success stories) 13 Confirm list of existing University partners involved in FDs & Chris June 2012  distance learning provision Slade

14 Research current practice in selected other institutions (HE Marj Spiller & May-  and FE) known to be effective practitioners in distance nominated December learning provision others 2012 Agreement on requisite procedures, practice and resources for future success

15 Through a task and finish group (from the project group) Helen May-  agree the student and staff support required for excellence Walmsley October in future distance learning provision (Lead) 2012 John Erskine Jaswinder Sahota

Mark Savage Sandie Gay Graham Tysall 16 Through a task and finish group (from the project group) Sue Barnett May-  agree finance costing models, infrastructure, protocols and (Lead) October standards required for excellence in future distance learning Sita Bali 2012 provision Sue Lee Jonathan Westlake Finance rep Business Manager rep Faculty rep 17 Through a task and finish group (from the project group) Pete Butler August-  agree the technical infrastructure required for excellence in (Lead) October future distance learning provision Jim Pugh 2012 Sam Court Christine Harrison Collation of findings

18 Draft outline proposals for the for future development of Marj Spiller November  distance learning 2012

19 Seek approval of outline proposals with project board and Marj Spiller December (3rd project working group 2012 December)

20 Make recommendations to Executive for the for future Rosy Crehan January development of distance learning 2013 Future development planning 21 Consult relevant groups re any recommendations made Rosy Crehan February 2013 22 Revise proposal in the light of consultation Marj Spiller March 2013 23 Communicate proposal to wider University Rosy Crehan April 2013

24 Draft implementation plan for proposal Marj Spiller April 2013

25 If approved, submit Investment Approval Bid to support any Rosy Crehan April 2013 future investments recommended 26 Submit HEA Change Academy bid to support change process Steve Wyn April 2013 linked to recommendations Williams

Appendix 2

Inventory of Distance Learning Resources An overview of the Technology Supported Learning (TSL) resources available to students and staff and an identification of needs not currently catered for.

Student Support Enabled

Blackboard guides - How to use Blackboard, participate in discussions, submit assignments, use Turnitin etc. Blackboard FAQ – A compilation of student frequently asked questions and answers. Software support – Guidance on using course related software e.g. Mind Genius, WebPA, Peerwise, Windows Movie maker etc. Web resources – Faculty Distance learning award pages, Science faculty assignment guides and University Distance Learning web page information. Library resources – How to e-enrol, access student support and IS videos and Key-Skills resources. Technical advice – support for off-campus distance learners with technical problems e.g. browser compatibility, Java plugins etc. Mobile support – Support for students using mobile devices to access University Email and Blackboard teaching resources. TSL central resource - A specification for a proposed University TSL student support service – a future development to better enable our students to study online

Types of staff development

Blackboard guides – Guides to using Blackboard, managing Blackboard presences, collaborative learning, creating and marking assessments etc. Blackboard troubleshooting – Advice and support on responding to frequent Blackboard problems e.g. logging on and browser support. Creating learning resources – Guides to software for creating learning resources e.g. Wimba, WebPA, Media Library, Ning, Google Tools etc. Faculty specific resources – Subject and faculty specific guides to creating TSL resources e.g. FCET TSL toolkit, Sciences TSL resources etc. Communication software – How to communicate with students remotely. Guides to using Skype, podcasting, creating videos etc.

Face to Face support – Group presentations and workshops to help staff develop TSL resources allied to individual support and mentoring. Project development – Developing innovative interfaces and assessments to enhance the student experience e.g. Crime simulation. Web resources – Faculty distance learning award pages and University distance learning generic pages. Course design – Best practice models for e-learning in community site and LDI wiki.

Library support – Key skills and Library resources videos produced by Information Services

E-learning tools available University Licensed and supported Blackboard Qualtrics PebblePad BB Flashback Microsoft Office o Including free downloads of Producer, Photostory, Windows Movie Maker Mind Genius Helix - multimedia library Tridion My Portal Web PA Wordpress blog (for staff) Mindtouch wiki Accessibility tools eg Claro Box of Broadcasts Lynda.com University supported Skype Zend to Dropbox Audacity

Faculty Supported Wimba Create - Faculty Specific Ning - faculty specific Captivate - faculty specific Articulate - faculty specific Respondus - faculty specific TechDis Voices (pilot) for use with screen with screen/document reading software e.g. DSpeech;wordTalk Peerwise - Faculty specific Camtasia bFree Screencast-o-Matic Adobe Photoshop - Faculty specific Adobe dreamweaver - Faculty specific eXe - open source authoring tool Xerte - open source authoring tool Adobe Mastersuite - Faculty specific

Appendix 3

Inventory of A to Z e-Learning facilitation within the University

http://www.staffs.ac.uk/support_depts/infose 24/7 Help Line 3800 – staffed around the clock

rvices/it/service_desk/ Help provided with connectivity http://www.staffs.ac.uk/support_depts/infose Access to resources to resources rvices/library/eresources/offcampus.jsp Accessing e-resources off http://www.staffs.ac.uk/support_depts/infose Advice on accessing e-resources campus rvices/library/eresources/offcampus.jsp How to download to personal

Anti-virus software (Kaspersky) http://www.staffs.ac.uk/antivirus device Web access to assignment

Assignment survival kit (ASK) http://www.staffs.ac.uk/ask calculator/training Glossary, links and lists for http://www.staffs.ac.uk/support_depts/info_ A2Z4U

students centre/a2z4u/ Careers centre help and http://www.staffs.ac.uk/business_solutions/c Careers and Employability

information, employability areers_centre/contact_us/ Collections and archives in List of all collections, how to http://www.staffs.ac.uk/support_depts/infose

library access and embed rvices/library/collections/ Connecting to the network - off Connecting to resources and http://www.staffs.ac.uk/support_depts/infose

campus services rvices/it/vpn/ Advice on legal issues around

Copyright advice http://www.staffs.ac.uk/legal/copyright/ resources Course packs - creating (for Creating Digital Coursepacks – http://www.staffs.ac.uk/support_depts/infose

academic staff) DVD etc or online rvices/library/coursepacks/coursepack.jsp Workshops, training on all http://www.staffs.ac.uk/support_depts/infose Courses and training for staff aspects of support, resources, rvices/it/training/ skills Creating Digital Copies of Digitising, journals etc – clearing http://www.staffs.ac.uk/support_depts/infose Printed Materials - Information copyright etc rvices/library/coursepacks/digitalcopies.jsp for Staff Providing information on DP- http://www.staffs.ac.uk/legal/privacy/data_pr Data protection legal issues & statement otection_faq/ http://www.staffs.ac.uk/support_depts/infose

Digitising articles rvices/library/coursepacks/ Advice, support and guidance http://www.staffs.ac.uk/support_depts/infose Disabled user equipment loans on getting the best form IS and rvices/disabled_access/equipementfordisable and support loaning appropriate equipment dpeople.jsp a single A-Z portal for a wide http://www.staffs.ac.uk/support_depts/cpd/l Learning and teaching AtoZ range of learning and teaching

earning_and_teaching/index.jsp resources Library blog News and RSS http://Weblogs.staffs.ac.uk/library Library membership http://www.staffs.ac.uk/support_depts/infose List of services entitlements rvices/library/membership/ http://www.staffs.ac.uk/support_depts/infose

Library regulations Regulations for use of library rvices/rules_and_regulations/libraryregulation s.jsp Real time chat for students and

LiveHelp http://www.staffs.ac.uk/ishelp staff Remote access for staff to help Log Me In https://secure.logmein.com/uk/ students Lynda.com – online video Online high quality video https://ezproxy.staffs.ac.uk/login?url=http://i instruction training plogin.lynda.com/ A range of services aimed at http://www.staffs.ac.uk/support_depts/infose Off campus services online/distance learners rvices/off_campus/ MyPortal/MyCampus Portal for staff and students http://myportal.staffs.ac.uk Lists, guides and search to http://www.staffs.ac.uk/support_depts/infose

Online database guides electronic library/eresources rvices/library/eresources/ Lists, guides and search to http://www.staffs.ac.uk/support_depts/infose Online library (eResources) electronic library/eresources rvices/library/eresources/ Using institutional email and http://www.staffs.ac.uk/support_depts/infose Outlook Mail and web Service linking to private email rvices/it/email

PebblePAD Guides and how to for PDP http://www.staffs.ac.uk/pebblepad http://www.staffs.ac.uk/support_depts/infose

Postal Loans Borrowing items by post rvices/library/borrowing/requests/ Advice on models, make and http://www.staffs.ac.uk/support_depts/infose Purchasing a computer/laptop discounts rvices/it/staff_pcs/ Online access to dictionaries, http://www.staffs.ac.uk/support_depts/infose

Reference collection manuals etc rvices/library/collections/ A range of services aimed at http://www.staffs.ac.uk/support_depts/infose

Remote & Off-campus services online/distance learners rvices/off_campus/ How to reserve and request http://www.staffs.ac.uk/support_depts/infose

Requesting library items items rvices/library/borrowing/requests/ http://www.staffs.ac.uk/support_depts/infose

Research skills How to undertake research rvices/learning_support/academic_skills/resea rch_tools/ Facilitating access to other

Sconul Access Scheme http://www.access.sconul.ac.uk/ libraries in the UK http://www.staffs.ac.uk/support_depts/infose Spam email How to avoid spam rvices/it/email/spamemail.jsp Software Support Specifications of PCs and Recommended minimum spec http://www.staffs.ac.uk/support_depts/infose

Related IT Equipment for IT rvices/it/staff_pcs/ Workshops, training on all http://www.staffs.ac.uk/support_depts/infose Staff training courses for staff aspects of support, resources, rvices/it/training/ skills Advice on IT equipment, BYOD, http://www.staffs.ac.uk/support_depts/infose

Student IT advice mobile and tablet rvices/it/student_helpdesk/ http://www.staffs.ac.uk/support_depts/infose Help with study skills, academic Study Skills rvices/learning_support/academic_skills/stud writing etc – guides, online, chat y_skills/ http://www.staffs.ac.uk/support_depts/infose Subject Librarians Access to librarians for help rvices/learning_support/academic_skills/librar ians/

Subject Wiki Subject resource support http://issubject.wiki.staffs.ac.uk/ http://www.staffs.ac.uk/support_depts/infose Support for students with Disability support rvices/disabled_access/librarysupportfordisabl disabilities edstudents.jsp Guides on use of hardware and http://www.staffs.ac.uk/support_depts/infose

User guides - IT software rvices/it/docs/

http://www.staffs.ac.uk/support_depts/infose

Usernames and passwords Resetting, using and security rvices/it/service_desk/passwords.jsp How to use Skype, webex, VC http://www.staffs.ac.uk/support_depts/infose Video conferencing etc rvices/it/videoconf/ Remote secure access to http://www.staffs.ac.uk/support_depts/infose

VPN – staff and students services rvices/it/vpn/

Blackboard guides - How to use Blackboard, participate in discussions, submit assignments, use Turnitin etc http://www.staffs.ac.uk/about_us/projects/tslnews/ Blackboard FAQ – A compilation of student frequently asked questions and answers. http://www.staffs.ac.uk/about_us/projects/tslnews/ Software support – Guidance on using course related software e.g. Mind Genius, WebPA, Peerwise, Windows Movie maker etc.

http://www.staffs.ac.uk/support_depts/infoservices/it/service_desk/ Web resources – Faculty Distance learning award pages, Science faculty assignment guides and University Distance Learning web page information. http://www.staffs.ac.uk/faculties/art_and_design/student_information/ , http://www.staffs.ac.uk/faculties/business/student_information/ , http://www.staffs.ac.uk/faculties/comp_eng_tech/current_students_and_staff/, http://www.staffs.ac.uk/faculties/health/student_information/, http://www.staffs.ac.uk/faculties/law/student_information/, http://www.staffs.ac.uk/faculties/sciences/student_information/

Library resources – How to e-enrol, access student support and IS videos and Key-Skills resources. http://www.staffs.ac.uk/library Technical advice – support for off-campus distance learners with technical problems e.g. browser compatibility, Java plugins etc. http://www.staffs.ac.uk/support_depts/infoservices/it/service_desk/ Mobile support – Support for students using mobile devices to access University Email and Blackboard teaching resources. http://www.staffs.ac.uk/support_depts/infoservices/it/service_desk/ Technology Supported Learning Toolkit - http://tsltoolkit.wiki.staffs.ac.uk/ TSL central resource - A specification for a proposed University TSL student support service – a future development to better enable our students to study online – University Portal mycampus/myuni

Appendix 4

Distance-Learning: An Audit of Current Institutional Practice 2012: Executive Summary Introduction The survey was completed during May 2012 by 17 participants referring to 24 Distance Learning awards and 6 additional modules. Each respondent was asked to respond for an award or group of awards that were similar, so the percentages (in this summary) refer to respondents, not to awards or modules. Award and Module Monitoring A range of responses were received:

Faculty of Arts, Media & Design 3 Business School 0 Faculty of Computing, Engineering & Technology 4 Faculty of Health 3 Law School 1 Faculty of Sciences 2 Other 4

The majority of those responding were the award leader for the DL award (55%) and module/lead tutors (40%) All the awards were part-time DL programmes with 12 Undergraduate awards and 12 postgraduate. Of these; 11 are UK based, 10 international, and 4 work-based (which may include UK and/or international based students). In addition there were 3 PT undergraduate modules and 3 PT postgraduate modules. Of these 2 local, 4 UK, 2 international and 1 work-based (respondents could select more than one category). One award included a compulsory face-to-face induction of 12 hours, but the rest were completely online awards with a small number of optional face-to-face induction activities.

Retention Statistics The attached data on student numbers and retention are based on Distance Learning Awards (that consist of entirely distance learning modules) and not individual modules. Summary from Open University CWP (Centre for Widening Participation) Retention Literature Review: 1.1 Retention and graduation rates in distance education are low. International distance education graduation rates are very low compared with conventional face- to-face higher education. They are sometimes in single figure percentages. The OU’s graduation rates currently at 22% are only about a quarter of full-time (82%) and half of part-time (39%) UK higher education graduation rates. 1.2 The OU’s graduation rates have been falling and are likely to fall further in future. Although there have been recent increases in new student retention, the OU’s graduation rates appear to have been

falling for some years. With a recent increase in the number of low previous educational qualification students entering the OU, retention rates - and subsequently graduation rates - are likely to fall further.

1.3 Most dropout occurs very near the beginning of a course or module. In the OU nearly 40% of new students leave before the first assignment. There are substantial differences in dropout rates between modules. (Simpson, 2010) p5 Strategy and Management The majority did not have a faculty /school DL strategy/policy. The majority were managed and delivered by the university (73%) as part of a small team, but 6 managed mainly by an individual or with 1-2 colleagues. Of these, most used a local spreadsheet/database to track students. A range of comments suggest that work-loading is managed differently in each area. General comments about strategy/policy suggest that this is an area that needs further investigation.

Learning, Teaching and Assessment The most common learning design was summarised as ‘online materials + discussion + group work/collaboration + assessment’ (40%) and all included using online reading materials as a learning activity. Other common learning activities included watching video/screen casts, (11%) and contributing to a discussion (13%). Induction was covered mainly by the use of online text materials and socialisation discussion activities. Most (93%) required students to submit assignments through the VLE for marking and some (47%) included tutor assessed discussion activities. A range of resources were included, the most common being Word documents/PDFs (100%), hard copies of books/recommendations (67%), PPT (73%) video (67%) and screen cast/podcast (47%). The comments suggested that active learning is the most successful learning activity and general use of discussion boards is the least effective. In addition, the general comments suggested concerns about time to mark work and the skills required of tutors.

Student Support Support for students was delivered mainly by the programme office and academic staff. Some awards made use of central services, e.g. 3800, subject librarians. Most awards spent more than 3 hours per week on individual support outside of Blackboard. Library access is mainly via the e-journals and e-books (87%) and some (47%) access a local library via the SCONUL scheme

Staff Support 53% state that there is an informal strategy for staff training for online skills. The majority of staff development (63%) is by team members.

Tools and Techniques In terms of Staffordshire University supported tools, the majority use Blackboard (88% i.e. 2 awards did not use Blackboard – the NDA use their own VLE and Ceramics use printed materials only), with Skype/Web conferencing (56%), TurnitinUK (56%), and email (88%) other popular tools. External tools include social networking (55%) and YouTube (64%)

Marketing, review and evaluation A range of methods are used for advertising/marketing Distance Learning awards, and the comments suggest that this could be improved. All the awards included evaluation by student survey and some (40%) used peer observation and the University Review processes (40%)

Your experiences Strengths identified included the specialist nature of the awards, relevance to work, the quality of the tutors, flexibility and variety. The majority suggested that the biggest challenges for distance learning students are student managing their own learning issues (93%) with technology issues, academic and online learning issues also significant. General comments about frustrations include the university processes and strategies that don’t include DL, time for development, support from specialist staff, support for students and marketing of DL programmes. Additional general comments refer to consistency, processes and support for staff and students.

References: Simpson, O. (2010). “22% - can we do better?” - The CWP Retention Literature Review. Centre for Widening Participation, Open University.

Appendix 5

Survey of Current Distance Learning Students

Overview: The survey ran from 30 Aug to 26 Sept 2012. The survey was emailed by award tutors to their students. 90 respondents started and 75 completed the survey (65% male). Most students had a degree before starting the course (59%) and most were IT users (frequently using email and the internet) Students were asked to state the award they were studying and the following 76 courses were stated (approximate): o MSc Applied Sport and Exercise Science (19) o MA in International Relations/diplomacy/international history (33) o LLM - International Trade and Commerce (1) o MA Public Health (15) o MSc Clinical Podiatric Biomechanics (1) o MSc Molecular biology (7) Most students were studying from the UK (45%) Europe (28%) and other (27%) with the following stated: Africa x 6; Canada; Israel; Japan; Kazakhstan; Kosovo; Mauritius x2; Middle East x4; Philippines; Singapore x 2; Trinidad; USA

Learning and Teaching: Most students had found out about the course via a Google search (44%) Most students chose the course because it was needed for work or further study (51%) and was flexible (39%) Most responses to the questions on learning and teaching were positive. The main issue from the data seems to be the variance in workload between modules and this is repeated in the comments.

Question Strongly Agree Undecided/Not Disagree Strongly Respon agree Applicable Disagree ses Pre course information told me what I needed to 24 36 7 3 0 70 know before I enrolled. The content and materials on Blackboard were 20 41 5 4 0 70 well organized across all the modules. I was able to get technical support when I 23 33 14 0 0 70 needed it. Overall, module tutors gave me all the support I 29 28 5 6 1 69 needed. The induction was a great start to my studies 14 35 18 1 0 68 Overall the study material in the module/s was 24 37 6 3 0 70 engaging and high quality The workload on each of the modules was 7 37 14 12 0 70 similar I enjoyed engaging with other students on the 22 28 15 6 0 71 modules. My first assignment was a challenge, but well- 14 38 11 7 1 71 supported. There were a variety of tasks that helped me to 19 38 12 0 0 69 learn Some of the online tasks encouraged me to 17 45 8 0 0 70 manage my own learning I was able to access the online library materials 22 34 12 3 0 71 easily

Final comments

96% of students stated that they would recommend the course to others. There were a number of comments in response to the question ‘Why would you recommend the award/module to other students?’ Most comments were related to the content, tutor support and relevance to work. A selection is given below: It fits in well with work as you can study at any time and the award is very relevant to my work area. It's 100% online and affordable world class education Because the content is useful, many of us have to use distance learning, most tutors are willing to discuss and respond, and there is clearly a willingness to listen to students and improve the course. It is very well run. All the staff (admin and tutors) are very friendly and helpful. The course is challenging and engaging and I have made some good friends along the way! Because it is challenging, stimulating and informative Excellent structure, course outline and reading materials. Superb tutor support. Modular structure allows for graded achievement of objectives. I would recommend the award to other students because it has given me happiness and joy and am about to change duties to a higher post upon attaining the award Very detailed, informative course. Really enjoyed completing this course.

Quality of course content, mode of online delivery via blackboard, and flexibility of student learning. It simply gives you the tools and confidence to face the numerous challenges the world throws at you. Apart from the glitch in the feedback mentioned the course has been a challenge but one that has been a pleasure to take up, & I have learnt far more than I expected.

Appendix 6

Distance Learning-Student Quotes

“The LLM distance-learning programme in International Sports Law at Staffordshire University is providing a unique learning environment which enabled me to continue working fulltime...Outstanding flexibility ...which takes job obligations, studying-speed and other factors into account. Being a distance-learner in International Sports Law at Staffordshire University is fun and also enabled me to make an immense step forward in my career.” (LLM International Sports Law student)

“Trying to juggle a full-time job with family and life was a real challenge, but a real benefit of this course is that you can access material on-line 24/7...so pleased to have come away with a Masters Degree.” (Master of Public Health student)

“I have found the MSc in Exercise Physiology distance learning course to be very enjoyable and challenging. The opportunity to study in my own time and with the online support of tutors and peers has enabled me to juggle a busy lifestyle with course work.” (MSc. Exercise Physiology student)

“Studying for a masters degree online was a real challenge but the delivery format gave me a unique chance to obtain a post-graduate qualification...There are no opportunities for post-graduate study in sport and exercise science either locally or regionally, and my desire to keep working while studying meant that the online masters from Staffs fitted my circumstances perfectly. I am sure there are many others who, like me, really want to develop their qualifications, but am constrained by the times we live in. This award has provided the solution for me.” (MSc. Applied Sport and Exercise Science student)

“Working full-time, I would never be able to do a masters degree, but distance-learning has made this possible, giving me the flexibility to study in the evenings and at weekends. It is not an ‘easy’ option by any means but has been stimulating and challenging. ” (MSc. Applied Sport and Exercise Science student)

“The Applied Computing Distance-Learning degree has been the ideal opportunity to upgrade my previous studies and work-based experience to a BSc. (Hons)...I have been able to integrate my coursework with the kind of work-based research often required when working as a software developer. The research content of this coursed has re-ignited my interest in further studies and I intend to use it as a stepping stone to an n MSc. In addition to the course content, distance learning has given me the flexibility to continue studying while I live abroad.”(BSc. Applied Computing student)

“The BSc. Applied Computing is a course I have been looking for a long time...Being married and with kids it wasn’t practical to move to the UK as I am based in Canada...As a hands-on IT manager, I have been able to integrate and apply what I have learnt into my work. This is an excellent launching pad to upgrade previous education for further MSc. Studies which I intend to take.” (BSc. Applied Computing student)

“This is a degree you will be proud of. Led by enthusiastic and dedicated lecturers, well-structured with strong support materials, it will fulfil your professional and academic expectations...As a security professional operating in the Middle-East, it brought me self-confidence and credibility as well as a solid academic background.” (MA International Policy and Diplomacy student)

“I found studying my MA at Staffordshire a fantastic experience. The course was challenging, engaging and flexible-enabling me to continue my studies, fully supported, even whilst deployed away at sea. I would highly recommend this course to anyone who is interested in understanding how the globalised world we live in operates.” (MA International Policy and Diplomacy student)

“To do the MA (distance learning) International Policy and Diplomacy at Staffordshire University was definitely one of the best decisions of my life. It was a tremendously enriching experience with state of the art literature, highly motivated teachers and a well-conceived ‘Blackboard’ environment.” (MA International Policy and Diplomacy student)

“It was one of the best and scariest decisions of my life to begin the MA...Balancing family-life, full-time work and study was quite a challenge, but because of the well-structured and organised program, it was very manageable.” (MA International Policy and Diplomacy student)

“It was my great pleasure to have been one of the Staffordshire University MA IPD (Distance Learning) students. I found the IPD programme learning methodology very practical and student-friendly.” (MA International Policy and Diplomacy student)

“I believe that I am one of the most fortunate beneficiaries of the University MA IPD (Distance Learning). It was a big challenge to combine the hectic schedule of my job with the demands of studies but thanks to the diligence, professionalism and commitment of my supervisors and the other staff, I stayed on course...Studying by distance learning at Staffordshire has certainly created a difference in my life and has also opened up opportunities and a possibility to shine on my career. I will forever live with fond memories of Staffordshire.” (MA International Policy and Diplomacy student)

“Taking the MA IPD as an online course allowed me the opportunity to study that would not otherwise have been available to me. I felt a great sense of group cohesion with the other students despite not meeting them in the traditional sense, and the diversity of students on the programme added something special to the experience.” (MA International Policy and Diplomacy student)

“I was looking for a programme that would allow me to gain a thorough understanding of global politics , with a special interest in diplomacy, whilst keeping a regular job. The MA IPD at Staffordshire University was the perfect choice for that.” (MA International Policy and Diplomacy student)

Appendix 7

Distance-Learning Practice Within Other Universities: Desk-top Research

Introduction

The following information has been gathered through a brief search of information available via public information, imported from the relevant university website.

University Size by students Post 92 Notes re Distance-Learning Provision

71 post-graduate distance-learning awards, including some in partnership with the Shakespeare Institute and the Ironbridge Institute. There is no reference to undergraduate distance learning. University of 29,185 No They have a ‘weblearn’ site that uses WebCT. From Birmingham this there are staff tutorials using software including PebblePad, WebDAV, Turtnitin, Questionmark, Perception, Respondus and Turning Point. There is also a University of Birmingham app (both Android and Apple).

There is some reference to distance-learning courses at under-graduate level (3 awards). At post-graduate level there are 12 awards available. Manchester 33,490 Yes MMU uses Moodle as their VLE. They also use Met Turnitin, Wimba Create and Equella.

It is possible to find content (podcasts) from MMU on iTunes

8 post-graduate awards. It is unclear how many undergraduate awards are delivered via distance- learning. There is some mention of undergraduate distance learning opportunities, in particular with Fashion and Textiles.

This site points students to Open University Bolton 8,955 Yes resources.

The Bolton website mentions both Moodle and WEBct. Blackboard and Mahara are also used.

Bolton have an app available via the iTunes store

University Size by students Post 92 Notes re Distance-Learning Provision

There is no clear information on their website re how courses are available via distance-learning. However 15 post-graduate distance learning courses are listed on a third-party website. Coventry 20, 230 Yes Moodle, Mahara and Equella are used. Coventry started an iTunes account in 2009.They have set up a midwife mobile learning team, with their own iPhone app Unclear total for distance-learning courses from their website. However 7 post-graduate courses are Loughborough 17,165 No listed on a third-party website. Software includes Moodle, WbPA, RAPID (PDP) and DSpace Difficult to find distance-learning awards from their website. They do note that some of their post- Queen graduate awards are available by distance-learning. Margaret, 5,045 Yes They have a short ’Am I ready for Distance-learning?‘ Edinburgh questionnaire. Software includes PebblePad and WebCT.

School of 3,600 distance-learning students, 106 post-graduate Oriental and 4,895 No courses available. African Studies Uses the Bloomsbury Learning Environment. 256 post-graduate course available, using OpenLearn. Open 193, 835 No Use Moodle software. University Content available from iTunes U (over 1million subscribers)

Nottingham 9 post-graduate distance-learning awards listed on 24,905 Yes Trent third-party website

8 post-graduate distance-learning awards listed on Leeds Met 41, 215 Yes third-party website 9 post-graduate distance-learning awards listed on Anglia Ruskin 18, 830 Yes third-party website 55 post-graduate distance-learning awards listed on DMU 21, 585 Yes third-party website

Appendix 8

External Intelligence Gathering

Information gathered from telephone, Skype and email conversations with key staff involved in the delivery of Distance Learning (DL) awards in HE Sept-Oct 2012. Institutions were chosen for their diversity of approach to delivery and their rapid growth in DL. Each institution was asked a predetermined set of themed questions.

University of Liverpool University of Leicester University of Florida

History of The University of Liverpool Provide 130 Distance Learning courses from Offers over 200 courses by distance provides Distance learning foundation degree to doctorates, after OUI DL. Doctorates to UG. learning in through two methods – individual largest UK provider. Considered to be core to Increase DL enrolment by institution awards managed and delivered in its overall provision. Newly established (2010) 20% between 2009-2012. a number of formats (online and Distance Education Centre provides guidance Strategy to boost revenue paper based for undergraduate and recruitment advice, distribute and now $66M. Won award of awards) through faculty resource disseminate information. Contact with excellence in DL 2012. Structure and 41 entirely online distance partners overseas. Considered an expansion of postgraduate awards through a campus. partnership agreement with Centralised administration via the Distance Laureate Online education. Education Centre which holds details of all Courses cover MBA, Education, courses and is first contact for help and IT, Law and Psychology. Laureate advice, fees queries etc. The Course Design provide the recruitment, and Development Unit (CDDU) provide administration, infrastructure, support, and advice in design, production and learning system. Using a mixture delivery of DL courses. Comprises two of guest lecturers and key Educational Designers, two project based University staff to deliver. staff and an administrative assistant. They work in partnership with academic Devolved for undergraduate departments and devolved Faculty based awards and centralised support with an extensive library service for outsourced provision for DL students. Has a separate international postgraduate office for overseas students

Product- Pure distance learning for post Provide blended learning via faculty, pure Pure DL - graduate awards and mixed distance learning through DEC administrative distributed models via faculty function. management. 130 full distance learning courses Distance model potentially scalable – currently 41 awards, leveraging Laureate infrastructure but kept deliberately small for reasons of exclusivity - Doctorates for example have an average intake of 18 students

Market- Heavily focussed on professional Overseas growth potential areas inc. South Global and all 50 states in doctorates, MBAs and Overseas Korea, Japan Germany Netherlands, Malaysia US uses partners too but also growing part-time and trends

Technical Blackboard with support from Blackboard No problems reported Integrated Student support laureate systems online spaces Information System to access help, register, pay Systems, online interface, tuition, view grades, request recruitment and support from transcripts, view degree Liverpool. Tutors drawn largely audit etc. from Liverpool Staff , good deal of guest and specialists, lots of peer to peer

No problems

Business Standard model for ug awards – Sector analysis – publish all DL fees on Deliberate strategy to model- partnership model for Laureate website expand in this area from £20K to £30k – based upon competition and sector analysis

Quality QAA and HEFCE approval and Audit of overseas provision QAA and HEFCE infrastructure recognition of awards – used as example - case study in HEFCE http://www.qaa.ac.uk/InstitutionReports/Rep QAA and HEFCE involvement all orts/Documents/LeicesterGreeceCyprus.pdf along – inc. recommendations Staff development and standards developed Staff development and standards developed

Resources Resources developed by teaching Resources developed by Depts, Services, Each has specific process for staff, library, careers etc but co- Faculties also distributed by DEC. The Course advising, tracking, and branded for Laureate. Laureate Design and Development Unit (CDDU) advise supporting student progress students do not have physical on design and approach. Academic Practice access rights. Unit – provide professional development and Links with Library training for all staff and modes of delivery (not part of DEC -8 staff)

Student All PG courses dealt entirely Through normal procedure and process of Delivered as part of normal support through Laureate – staff application campus procedure but with infrastructure employed by Laureate big push for online to sit - Enrolment, fees etc from DEC provide initial interface and clearing next to on campus and Laureate staff house type queries – akin to flexible approach [email protected] http://success.ohecampus.com/i ndex.php?mod=dcp&act=navigati Code of Practice on Distance Learning onindex&navigationid=3715 http://www2.le.ac.uk/offices/sas2/quality/co Provide both Administrative and des/documents/distancelearning.pdf Academic Service Standards

http://success.ohecampus.com/i

ndex.php?mod=dcp&act=navigati onindex&navigationid=3676

Personal Student Support manager for each student employed by Laureate

Assessment All PG assessment managed Via Dept. and faculty as on campus provision Online including online web and feedback- through Laureate services Code of Practice on Examining cam vigilation

All UG via Dept. And Faculty University policy on the return of assessed work

Learning Very different and deliberately so Varies by award type Variety of approaches- communities- – lots of peer to peer, student representatives, support manager, weekly ambassadors, partner contact, active learning groups institutions

Learner voice- Faculty Student Voice ‘Feedback from Students The opinions of Student charter, Coordinator distance learning students on course ambassadors provision should be sought regularly by Student representatives by award means of questionnaires. Each student should be approached for feedback on at least one of the following matters during his/her period of registration: • recruitment, selection and admissions procedures • the operation of agents (where applicable) course content (level, suitability, academic rigour • course materials/learning resources • academic support including library services • pastoral support • performance feedback procedures Staff support Laureate The Course Design and Development Unit Distance and Continuing and (CDDU) provide support, and advice in design, Education (DCE) assist development- production and delivery of DL courses. academic units. Provide Comprises two Educational Designers, two training in Marketing too. project based staff and an administrative Manage online proctoring(!) assistant. They work in partnership with exam vigilation -.Coordinate academic departments and devolved Faculty the distance Learning based support with an extensive library Student Services Group service for DL students. Has a separate meetings comprised of international office for overseas students Admissions University Registrar University Financial Services 47

Bookstore Student Financial Aid Libraries e-Learning Help Desk Online Proctoring Dean of Students Office Career Resource Center

Employability Careers and Employability Service Employability Strategy and Employability Careers and Summit graduateness- http://www2.le.ac.uk/staff/working/teaching /cds/strategy

Data Laureate provide all data/reports Managed at Faculty and Service level through – live dashboard, progress linked SIS to University procedures and process SIS

Notes: Brief conversations with UEL and Anglia Ruskin who both have A Distance Learning Student Charter http://www.uel.ac.uk/uelconnect/distance_learning/documents/DL_Charter.pdf

http://www.anglia.ac.uk/medianew/pdf/distance-learning-student-charter.pdf

Appendix 9

Task and Finish Groups: Summary Reports a)Staff and Student Supports

This document has been developed collaboratively with the Task and Finish group members: Graham Tysall, Mark Savage, Sandie Gay, John Erskine, Jaswinder Sahota, Alison Pope, Kathleen Morgan, Julie Adams, David Parkes and Helen Walmsley Executive summary of supports for excellence in distance learning: Development of Staffordshire University Distance Learning Policy, values (economic and educational), procedures and costed business plans. Ensure that these policies and procedures are aligned to other university policies Creation of Distance Learning Virtual Centre/website with information for students and staff Creation of Central Distance Learning ‘Unit’ to co-ordinate DL information, contact with students, services for students, training and development, quality and review Below is a summary of our suggestions for the essential support for staff and students aligned to the Learning Journey. A wiki that contains fuller details is available here: http://ldi.wiki.staffs.ac.uk/DLPWG Some support will be required during all parts of the learning journey.

Learning Journey: Considering DL, applying and enrolling on DL; accessing support services

Student Support Recommendations: Staff Support Recommendations: Further By action whom Student-facing Virtual Centre/website Staff-facing Virtual Centre/website to include: Create to include: Strong marketed/ promoted 'presence' of Website Strong marketing 'presence' (e.g. expertise and support available for DL staff SU Online/ SU Connect/ SU (images, video, social media CoP etc) Distance) of Distance Learning at Information on DL support for Staffordshire University including development, delivery, assessment, quality e.g. case studies/testimonials etc (images, video, social media etc) Technology requirements (hard/software) Information on courses, support, if working away from workplace requirements etc Policy and procedures, enrolment & Policies, expectations, enrolment financial procedure & financial procedures etc Technology requirements (hard/ software) Text is jargon-free and culturally aware

Central Distance Learning ‘Unit’ to: Central Distance Learning ‘Unit’ to: Set up DL Co-ordinate/ act as single 24/7 Coordinate information available for DL Unit contact point for all student students from cross -university services queries for DL (e.g. finance, library, IT, careers etc) Assign roles Advice available on courses, pre- Coordinate with Marketing to requirements, teaching and conduct/research markets and recommend learning experience, assessment, viable DL opportunities support services offered etc via Recommend appropriate learning design phone/ email/ web-conferencing models (e.g., collaborative, negotiated and etc independent study) and support Access to sample/taster online development courses Provide quality assurance support e.g. Specific support for accessibility FLAG, rubrics and DL specialists for Guidance on process of validation panels application and enrolment Advise on DL costings and support DL Specific help with late applications business cases Guidance is jargon-free and Utilise research and best practice to aid culturally aware retention and attainment Utilise research to aid retention Co-ordinate funding and partnership (e.g. Simpson 2010 recommends opportunities initial phone call to new students) Support development of Blended Learning in the University using best practice from DL

Learning Journey: Learning and teaching and assessment

Student Support Recommendations: Staff Support Recommendations: Further By action whom Central Distance Learning ‘Unit’ to: Central Distance Learning ‘Unit’ to: Create online Provide/support development of Provide/co-ordinate essential Distance learning generic student-facing online Learning Training and Development for all tutorials learning skills tutorials e.g. DL tutors to include DL design, Online discussions, digital literacy etc delivery, accessibility, induction, group Plan DL Support specific induction/initial work, Online tools, Online assessment etc training assessment activities Provide guidance and support for delivery Support trial runs of online of Staffordshire University Graduate Set up CoP assessment Attributes and 3E in online settings Guidance is jargon-free and Support development and setting up of tools culturally aware for online assessment and exams Encourage and enable access to Specific support/ training, purchase, use of 24 hr IS support and/or developing high quality learning resources (including OER) Provide DL tutors with a kit of tools (webcam/ camcorder/ voice recorder) to enable design of engaging materials and flexible and responsive delivery/support of DL Provide guidance and support for DL work- planning to include preparation of materials, delivery and assessment of online activities

etc Gather case studies of best practice and encourage DL scholarly activity and coordinated strategy for research Support Community of Practice for sharing expertise, successful practice and ongoing development

Learning Journey: Administration and managing progress

Student Support Recommendations: Staff Support Recommendations: Further action By whom Central Distance Learning ‘Unit’ to: Central Distance Learning ‘Unit’ to: Clarification of Support access to information on Support administration of student enquiry, working progress and progression enrolment, progress and outcome relationship to Ensure data in Student Record System is current accurate and appropriate admissions to Provide feedback data to enable DL tutors to be a priority engage/retain students, improve design and delivery so sharpening practice and raising quality Use data for reporting and review

Learning Journey: Quality and Review

Student Support Recommendations: Staff Support Recommendations: Further action By whom Central Distance Learning ‘Unit’ to: Central Distance Learning ‘Unit’ to: Set up DL support use of student voice e.g. Support review and evaluation of DL student forum forums, buddies etc programmes including generic module regular evaluation and feedback evaluation, FLAG, NOPO etc Use of experience from DL students Engage, with DL expert tutors, with evaluations use data to highlight good validation, annual monitoring, reporting and (including practice in DL at the University development of programme online (marketing loop) to encourage Solicit quotation/ video of student success pedagogy) to recruitment stories to share in promotion/ marketing inform review use data to develop on-going and contact with students development Co-ordinate use of National postgraduate survey Plan review of DL awards with QIS

Recent materials that informed our approach and thinking:

Summary of Lentell (2012) suggestions: the setting up of systems for designing and developing learning resources that are appropriate to the intended learners; designing operational procedures and administrative arrangements that are suitably flexible for adults studying part-time and at a distance (these will not be those that were developed for a homogeneous undergraduate cohort studying full-time and on campus); choosing and maintaining appropriate learning and communication technologies so that distance learning students and their teachers can communicate; establishing a well-organised student support system with processes that guarantee that interactions with students (including assignment feedback and query response) are recorded, appropriate and timely.

OLTF (2011) recommendations: Technology needs to enhance student choice and meet or exceed learners’ expectations Investment is needed to facilitate the development and building of consortia to achieve scale and brand in online learning More and better market intelligence about international demand and competition is required Institutions need to take a strategic approach to realign structures and processes in order to embed online learning Training and development should be realigned to enable the academic community to play a leading role in online learning Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality

Bibliography:

Lentell, H. (2012). Distance learning in British universities: is it possible? Open Learning: The Journal of Open, Distance and e-Learning, 27(1), 23–36. Online Learning Task Force. (2011). Collaborate to compete: Seizing the opportunity of online learning for UK higher education. HEFCE. Simpson, O. (2010). “22% - can we do better?” - The CWP Retention Literature Review. Centre for Widening Participation, Open University.

b) Finance Protocols and Standards

This document has been developed collaboratively with the Task and Finish group members: Sita Bali; Jonathan Westlake; Sue Lee. Other colleagues from Faculties and Services, David Shepherd, Mandy Welch, Clare Heywood and Keziah Dewing were co-opted onto the group.

Remit: Identifying the essential requirements for excellence in the delivery of distance/online learning in the life- cycle of the student (i.e. from first enquiry through to graduation).

Exploring the current pricing structure for all current distance learning provision (not only full awards but also short-courses) and making recommendations for how this should be determined in the future

Identifying easily accessible payment methods and support

Agreeing protocols and service standards for the administration which supports distance learning at each stage in the learner journey

Recommendation Further action By whom Develop a consistent approach Current approach to be reviewed FD’s Business to pricing for DL courses. Identify agreed methodology of product costing and Planning & link this to the overall University fee setting process. Resources /Head of Management Accounts Develop a consistent approach Current approach to be reviewed Personnel/Deans/F to work loading for staff Identify agreed methodology D’s Business involved in DL courses, cross Embed in planning and staff work loading processes Planning & University. Resources To have dedicated website for Audit of what documentation is currently available IS/Faculty/Finance DL learners that has specific on the web. information relating to Finance, Gap analysis invoicing arrangements, Creation of dedicated web site to support DL payments etc. Applicants/Students Provide support to keep the website current To have a dedicated central Set up of central distance learning hub point of enquiry for DL applicants/students/staff On – line facility for payments Publication of the facility on the web site Finance/IT for workshop attendees Explore the possibility of pay as Audit ways of payments currently you learn invoicing/payment Explore how other HEI’s manage their invoicing and methods for DL/ non-standard payment mechanisms students Timeliness of invoicing - data Manual process at present but will look into an SSP Team inputting of module fees by automated approach within the Student Systems Student Office can causes Project delays Short term fix on invoicing of additional modules FD BPR/Finance 53

Recommendation Further action By whom Accuracy of invoicing: Explore Review and make improvements in the Finance/Student how module/award fee Finance/Student Record interface in the Student Information information could be displayed Systems Project Centre/SSP Team on student invoices for the future. To investigate processes to Finance to provide FD’s Business Planning & FD’s BP&R/Finance improve the communication Resources with an invoice list prior to sending out to between Faculty/Finance with students to enable Award Leaders to identify any Format of report to regard to invoice information standout errors. be agreed by prior to issue in an attempt to Faculty/Finance create more accurate invoices and reduce the amount of credit notes issued. To enable all students to have New student record system to have facility for Student the facility to review their students to have view of their financial status Information financial statement of relating to their modules/awards Centre/Finance/SS payments, debts and due P Team payments within a student portal. Handling debtors: Processes Management of debtors again will be raised and Student relating to the management of processes identified within the new student record Information debtors to be reviewed in system in respect of portal access and access to on- Centre/Finance/SS relation to the communication line learning materials. P Team/FD BPR between Finance and Faculty. Improve communication within Faculties on the debtor process to ensure that only appropriate debtors are followed up. Standards and Protocols: Central Distance Learning Hub – in Agreement on activities to be centralized to achieve order to achieve a standard successful support mechanisms. applicant/student experience and to act as a single point for enquiries Support documentation to be developed on for both staff/applicants and consistent, standard approach to dealing with all students. aspects of the DL applicant/student journey

c) Technical Infrastructure

Background

In order to determine the future requirements of distance/online learning at the University, three Task and Finish groups were set up:

Student and Staff Support Finance, protocols and standards Technical infrastructure

All three groups shared the common remit of identifying the essential requirements for excellence in the delivery of distance/online learning in the life-cycle of the student (i.e. from first enquiry through to graduation). For the technical infrastructure task and finish group, this meant:

Identifying the student device access requirements (e.g. desktop, smart phone) Identifying the on-site infrastructure required Identifying the tools/technology required to support unified communications with students Ensuring that students have appropriate access to resources Clarifying the licensing and terms of licensing

Activities Undertaken

The task and finish group operated between June and September, with meetings scheduled on a monthly basis.

The membership of the group was as follows:

Peter Butler, Associate Director of IT, Information Services (chair) Sam Court, E-Learning Facilitator, Academic Development Unit Christine Harrison, E-Learning Facilitator, Academic Development Unit Mark Hewitt, Client Technology & Applications Manager, Information Services Dave Parkes, Associate Director of Learning, Technology & IS, Information Services Jim Pugh, Student Experience Manager, Faculty of Business, Education and Law

Following discussions within the task and finish group, and in the light of relevant best practice in other institutions, a brief report making recommendations for future provision has been produced (Appendix A - Distance Learning Technical Infrastructure Recommendations).

Recommendations

Technical Quality and Standards

No. Recommendation Further action(s) By whom QS1 Develop technical standards for DL courses (e.g. Establish and document technical IS/ELFs minimum specifications of hardware and software) standards. Develop tests/identify tools to ensure student’s equipment (h/w and s/w) meets these standards (e.g. browser compatibility test, broadband speed test) QS2 Maintain a list of resources (h/w and s/w which will Establish and document list of Faculties/ELFs be required) for every course validation. resources (for each course as required). Embed within course validation & QA process; consider use of FLAG. Consideration should be given to technology available (e.g. broadband speeds) for target audience. Include s/w licence requirements/checks formally within validation and QA process Include lists in the DL pages for students.

QS3 Identify resources which the University subscribes Audit of existing resources IS to which cannot be accessed from specified countries QS4 Provide staff with enhanced awareness of licensing Workshop Sessions by IS IS (Alison and copyright Documentation Pope/Dave Parkes)

Student Technical Advice and Support

No. Recommendation Further action(s) By whom AS1 Develop consistent best practice approach to Audit of what advice/self help IS/ELFs technical advice for students via self help guides, documentation is currently examples: clearing temporary files and cookies, available. handling file attachments. Gap analysis Creation of technical advice ‘library’ Development of additional materials AS2 Provide remote support tools (e.g. Log Me In) for Establish requirements IS/ELFs staff to enhance the technical support provided to Recommend solution with costs DL students

AS3 Provide unified communications tools (software and Video Conferencing strategy – IS hardware) for all staff involved in the delivery and implementation plan, establish support of DL courses, to allow effective costs to communication with their students Provide equipment on staff PCs to facilitate effective unified communications

AS4 Provide ‘student view’ facilities for technical support Design (with costs) a ‘proxy IS/ELFs staff service’ to provide technical staff with same access as students

Technical Infrastructure Developments

No. Recommendation Further action(s) By whom TI1 Evaluate Blackboard Grade Centre & Assignment Report to identify cost/benefits IS/ELFs Tool, and Bb plagiarism software, as a possible and technical benefits/implications alternative to Turnitin TI2 Evaluate Blackboard ‘Mobile Learn’ product to Report to identify features, IS/ELFs reflect the strategic importance of mobile/smart functionality and cost benefits phone technology TI3 Evaluate mobile options offered by all new systems On-going as required being considered by the University TI4 Utilise virtual desktop (i.e. running applications on a Evaluate products IS remote central server) for DL to provide access to Recommend solution with costs resources and/or enhance the student experience TI5 Implement additional external user authentication Implement additional off site IS system for resilience to enhance service availability authentication server

TI6 Provide a facility to allow the ‘front end’ (outside Develop specification of IS Blackboard) submission of student assignments, requirements. with controlled uploads (as appropriate to Develop proposal with costs Blackboard)

Infrastructure Availability and Monitoring

No. Recommendation Further action(s) By whom AM1 Minimise the occurrences of broken web links Evaluate options (e.g. via Bb9 or IS through the utilisation of monitoring software. ‘Site Improve’ subscription)

AM2 Adopt external Cloud services (where available) as a Evaluate cloud in comparison to IS default for all student facing DL systems to provide alternatives (e.g. in-house), for all 24x7 access, via a managed service new systems (as required)

AM3 Monitor performance of the Blackboard hosting Establish options to achieve this IS service to ensure service levels are maintained

Appendix 10

Distance Learning Scenario Planning Meeting: 12th October 2012

Present:

Sita Bali Sue Barnett Dave Parkes Mike Hamlyn Marj Spiller Helen Walmsley Steve Wyn Williams

Discussion

The group brain-stormed various factors which would need to be considered in planning the future provision of distance learning, such as:

Numbers staying the same or numbers growing? In-house or outsourced? Post-graduate or undergraduate? Upfront financial support or no significant injection of funding? Internal drivers or responding to external competition? Open (MOOCs) or accredited? Individual learners or company-based cohorts? Cross-University distributed or focussed subject-based clusters? Whole-University involvement or targeted pilots? Competing against own potential students or targeted towards new customer base? Pay as you learn or set whole award fees

The group also raised the issue of having a centre for distance learning within the University (either actual or virtual) and agreed on the value of this, with the proviso of subject expertise remaining within the Faculty bases. It was acknowledged that having a centre for distance learning would enable the following:

The provision of standardised pedagogic advice to learners Consistency of technical support Efficiency in administrative support Agreed funding structures and processes

Availability of librarian support Robust quality management processes Accessible prospective customer information, there at the point of need Well-developed and fit for purpose VLE Strategic approach (articulated through an e-learning strategy) Standardised contribution of e-learning support personnel Centralised admissions

As a result of the discussions above, it was agreed that a scenario based on growth (in student numbers and funding) and centralised distance-learning provision should be scoped. The following factors were identified:

CENTRAL

- Planned approach - Quality-based process - Consistent - Planned - Quality - Centralised Support - No added funding - Consistent approach - Specialised Support - Project Funding - Strong Links to WBL STATIC GROWTH

- No added funding - Cottage Industry approach - Stretched staff - Different systems and process - No consistency - Localised planning - Individual interests - Limited partners - Local partners - Limited staff development and support

LOCAL

Conclusions

It was agreed that, in the first instance, the growth of distance-learning might involve:

Post-graduate learners

Part-time learners

Organisation cohorts rather than individuals

Work-based

A phased approach to development and implementation

Identified pilots

Representation from each Faculty (champions)

Appendix 11

Options Appraisal: Emergent Views

After a number of meetings of the Distance Learning Project Working Group and the Project Board, it was agreed that an options appraisal needed to be completed in order to consolidate the views of all members. A meeting was held to undertake this options appraisal, and the following Distance Learning Project Working group members attended:

Sita Bali Gary Clay Sam Court Mike Hamlyn Sue Lee Marj Spiller Graham Tysall

At the start of these discussions it was decided that this options appraisal needed to be inclusive of both the ‘what’ and the ‘how’ of distance learning provision.

The possible options identified were:

Doing nothing different (i.e. maintaining the status quo of distance learning being provided in a piecemeal, Faculty-based regime across the University) Creating distance learning versions of all undergraduate awards Focussing on post-graduate and work-based awards Outsourcing for selected awards(either for all aspects of the provision or for certain key functions such as teaching delivery, marketing or administration)

The advantages and disadvantages of each of the above options were systematically evaluated as follows:

Option Advantages Disadvantages

Doing nothing Risk-free Static provision-no obvious growth different Work with known Little evidence of progress companies/partners Going against the national trend to No extra work expand distance learning provision No disruption to current practice Get left behind Confident that it can be resourced Creating a Show serious commitment to distance Extensive investment required distance learning No proven market learning Clear external message- possible 61

versions of all unique selling point Not all awards are conducive to full undergraduate distance learning awards Distance learning versions possibly competing for students with taught awards Too big an undertaking High stress levels for staff High risk strategy Possible lowering of quality Focussing Lends itself as the students are Despite a number of strong and primarily on predominantly self-motivated adult successful courses, the potential for post-graduate learners further growth across a wide range of and work- Could form viable professional areas is relatively untested based awards development routes for students in New work-based partners might not (but piloting of full-time employment materialise some Progression opportunities would undergraduate become available for existing UG awards) students Planned incremental approach to growth which would help to maintain quality Work-based learners would provide an easily reachable group through existing commercial contracts Outsourcing all Possibility for rapid expansion IT delivery skills of staff would not be distance Minimum disruption to the working fully utilised and may even decline learning practice of existing staff Much of control (marketing, delivery awards Staffordshire University name would and/or administration)would rest with merely serve as a badge, with the external outsourcing company minimum intervention of staff or Limited control of prices (commercial physical resources fee formula used in other similar institutions might be imposed) Quality control not necessarily guaranteed Possibly competing with our own internal markets Potential for bland uniformity delivery rather than discipline-based uniqueness Possible loss of Staffordshire University brand identity Costly but no guarantee of returns Centralised Strong signal of the University’s Possible tensions re different ways of unit (physical) commitment to distance learning working Creation of economies of scale on Concentration of e-learning expertise many aspects of provision (cost in one area might slow down its reduction) integration in subject disciplines This would Greater standardisation of practice Potential threat to student-tutor incorporate across all areas contact admissions, More transparency of processes Physical withdrawal of ELFs might have finance, Less stressful student journey through a detrimental effect within Faculties award- the various administrative and finance Physical withdrawal of administrative 62

administration, processes if all located in one area support may have a detrimental impact marketing and Encourage cross-institutional working on award management technical and collaborative development on a Removal of blended learning away from number of initiatives local context might affect reputation of support but award not academic Heightening of demand on staff. accommodation/space Possible negative effect on Faculty

income streams Centralised Student-centred focus Loss of DL focal point unit (virtual) Specialisms remain in Faculties Harder to standardise Less disruptive Risk of all areas adopting restrictive This would Many of the advantages of a physical practices involve the DL unit would still be possible Difficult to accommodate subject remote Could achieve the best of both worlds differences coordination i.e. standardising some elements such as admissions, fees and student DL posts and support, whilst still retaining a link processes into the Faculties across the University.

Preferred option Based on an evaluation of the above ‘what’ and ‘how’ factors affecting provision, it was concluded that: Doing nothing was not a viable option if a growth in the number of distance-learning students was to be achieved Creating distance-learning versions of all undergraduate awards would not be viable within the current resource capacity (and capability of many staff) Outsourcing would necessitate a large investment of funding with no guarantee of return, but with a possible lessening of control and a potential lessening of the Staffordshire University brand identity The preferred option would therefore be to focus on the expansion of post-graduate and work-based distance learning awards through a centralised unit either physical or virtual (this might need further discussion).