Online and blended learning

We would be likely to have compliance concerns in relation to academic experience, if a university or college's blended learning approach:

1. Uses lecture recordings that are no longer up-to-date when re-used, or are not appropriately informed by subject matter developments, research, industrial and professional developments, or developments in teaching and learning.
2. Does not facilitate feedback for students that is appropriate to the content of their course, such as where dialogue and immediate feedback is required for course content to be effectively delivered.
3. Does not foster collaborative learning among students registered on a course, which may indicate the course is not being effectively delivered. 
4. Does not consider changing expectations for students’ digital skills in related disciplines or industries, if this means that a course is no longer up-to-date, or that a course does not require students to develop relevant skills, in a manner appropriate to the subject matter and level of the course.
5. Does not require students to develop practical skills in a manner appropriate to the subject matter and level of the course.
6. Is driven by an arbitrary fixed blend ratio for a course, rather than using the most appropriate delivery method for the subject material. If decisions about the delivery method (for example: online or in-person) are not being made for sound pedagogical reasons, this may indicate that the course is not being effectively delivered.
7. Is driven by limitations in the supply of physical learning resources, including physical locations, which may indicate that a course is not coherent or effectively delivered, as decisions are not being made for sound pedagogical reasons. 
8. Is delivered in a way that results in low attendance and engagement that may mean there is an inappropriate balance between delivery methods or between directed and independent work that indicate that the course is not effectively delivered.
9. Is confusing or difficult to manage for students due to insufficient coordination across modules on a course, meaning there is not an appropriate balance between delivery methods, leading to a course not being effectively delivered.
10. Contains a volume of recorded online lectures and other digital learning resources that is too high for students to engage with effectively and adversely affects their ability to participate fully in their course. This may indicate that a course is not being effectively delivered.
11. Is not communicated effectively to current or prospective students in terms of the pattern of blended delivery, which may suggest that a course is not coherent or being effectively delivered.

We would be likely to have compliance concerns relating to a university or college's blended learning approach in relation to resources, support and student engagement, if a cohort of students:

1. Does not receive adequate access to appropriate physical spaces for students that allow them to access and engage with digital learning. This would be particularly likely if there is evidence that students are not receiving access to physical resources because of pressures on the supply of those resources which the provider could have mitigated.
2. Does not receive adequate access to sufficient hardware, specialist software and IT infrastructure, as appropriate, to access digital content.
3. Does not receive sufficient support to develop the skills students need for effective digital learning and a high quality academic experience.
4. Does not receive, where relevant, well-produced online lectures, instead, for example receiving poorly recorded audio or video which leads to students missing course content or administrative information relating to their course.
5. Receives re-used lecture recordings that contain incorrect and confusing administrative information.
6. Is not provided with appropriately qualified teaching staff, with sufficient digital skills to effectively deliver their course.
7. Does not receive timely and high quality feedback that supports students to engage with their course and understand subject content, as appropriate to the course.
8. Does not receive appropriate support to develop skills to engage with in-person teaching and learning, informed by consideration of the cohort’s academic needs.
9. Does not receive appropriate support to manage their timetables and overcome the challenges of combining online and in-person delivery and the need to balance on-campus and independent work. This may include a failure to support students to develop skills in knowing how long to spend on tasks or how to prioritise work.
10. Does not receive sufficient resources and support that are appropriate to students’ academic needs, (including those which may be linked to students’ protected characteristics), in order to ensure a high quality academic experience.