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Quality Enhancement and Validation
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Collaborative Provision and Flexible and Distributed Learning including Distance and E-Learning (FDL) Part 1

10.1 Departments/Schools should ensure that the programme proposal/specification for all Flexible and Distributed Learning (FDL) programmes demonstrates that the quality of the programme is at least equivalent to non-FDL programmes of the same level of award as well as detailing the nature of delivery by the host Department/School and the partners (if any).  If a comparable programme taught face-to-face is not available, relevant quotes from External Examiners’ reports should be used on the proposal form to demonstrate the comparability of the programme to non-CFDL programmes of the same level of award.

10.2 Departments/Schools should liaise with the eLearning Advisory Group (eLAG) to plan for use/further development of the BLE (Birkbeck Learning Environment).

10.3 As part of the process of programme approval the following should be demonstrated by Departments/Schools:

  • there is a secure and reliable delivery system which is appropriate for the programme, and that alternatives are available in the event of failure. For distance learning programmes using ICT mechanisms, documented arrangements for password protection and virus scanning have been provided and mechanisms to confirm safe receipt of teaching and assessment materials detailed. All study materials meet the specified expectations of the College in respect of the quality of teaching and learning-support material.

  • those with responsibility for assessment are capable of confirming that a student’s assessed work is the original work of that student only, particularly in cases where the assessment is conducted through remote methods

  • there are adequate safeguards to assure academic standards and the quality of learning opportunities

  • collaborative arrangements are fully costed and should be accounted for accurately and fully.  This applies equally to FDL arrangements 

  • in the case of collaborative arrangements, the educational objectives of a partner organization are compatible with those of the College and an explanation is given to this effect

  • if a dual or joint academic award is offered, the legal capacity of the partner organization to do this must be verified  

  • mechanisms are in place to ensure that there is support for, and promotion of, autonomous learning so enabling learners to take personal control of their own development. Realistic aims should be explicit and practical methods devised for achieving them.

  • there are effective mechanisms for student communication and information i.e. students are provided with explicit information on mode of delivery, teaching, learning and assessment methods and timetabling of sessions as well as the relative contributions of independent, supported and collaborative study

  • from the outset of their study, students have an identified contact (their Programme Director or an appointed academic) who can give them constructive feedback on academic performance and guidance on their academic progression and, where appropriate, should have regular opportunities for inter-learner discussions about the programme

  • from the outset of their study, students are allocated a Personal Tutor to provide them with pastoral support

  • students should be given information about the appropriate channels for particular concerns, complaints and appeals

  • the arrangements for timetabled sessions for tutorials or discussion groups are documented

  • the responsibilities of the learner and the College are documented and will be supplied to the student as part of their induction. The programme specification should specify which are compulsory and which optional activities as well as the availability of academic or technical support; it should also describe the mechanisms whereby information about these is communicated to students, e.g. at the start of each element.

  • where appropriate there are facilities for collaborative learning and discussions between students and arrangements are provided to facilitate these

  • staff providing FDL programmes have appropriate expertise and receive appropriate training.  This should encompass both technical expertise in delivery systems (including specific training in FDL) as well as the usual evidence of pedagogical expertise.

  • any special arrangements for distance learners are documented

  • the delivery method is capable of receiving assessed work securely with an ability to demonstrate safe receipt and there are explicit arrangements for plagiarism detection.

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Quality Enhancement and Validation (Registry Services), Birkbeck, University of London, Malet Street, London WC1E 7HX.