Off Campus Learning Policy

Please note that this policy has not yet been revised or converted to the new format.

Categorisation of study mode

Categorisation of unit and course offerings as ‘on campus’ or ‘off campus’, based on the underlying choices of communication mode and location, shall be the ‘top-level’ categorisation for Monash.

Scope and load

Off-campus learning is seen as a university-wide mode of teaching. In principle, courses could be offered by any faculty, at either the undergraduate or graduate level; and either within funded student load or out of funded load.

Because of historical factors, schools/departments operating on the Gippsland campus have more involvement in distance education than other schools/departments, and, in general, the academics at the Gippsland campus have a greater involvement in off campus teaching than academics in other parts of the faculties. While it is envisaged that these features are likely to remain largely similar into the future, it is expected that involvement in off campus learning will continue to develop across faculties and campuses. As this happens, there could be some reduction in off campus learning load on the Gippsland campus with some corresponding increase in on campus load.

There are now no designated targets for off-campus learning within the University, either for DEST funded students or for any unfunded cohort. However, there has been some growth in commencing load for off campus learning , and it is expected that commencing load within the off campus learning mode will not fall below the current level and may well slightly increase in the next five years.

Likewise no faculty is required to have any load targets in off campus learning, but it is expected that historical arrangements will largely continue. Faculties, however, may decide to move new programs into off campus learning mode and provide load for them. This is a faculty decision, subject to satisfactory arrangements for development and servicing with CeLTS, and endorsement by the Deputy Vice-Chancellor (Education).

Centre for Learning and Teaching Support (CeLTS)

CeLTS has responsibility for the operational aspects of off campus learning within Monash University, and has clearly developed and recorded procedures for these operational arrangements. CeLTS’ responsibilities include

• ensuring adequate quality provisions are in place both in the development and delivery facets of off campus learning within the University;
• provision of planning and development expertise and infrastructure whereby a teaching unit may develop a unit or course to be offered in the off campus learning mode;
• maintaining an active program of research and development in distance and open learning theory and methodology;
• maintaining appropriate relations with the administration of the University to ensure the adequacy and reliability of all facets of the enrolment, servicing, and assessment of off campus learning students;
• provision of a services and support infrastructure linking the students to the teaching unit responsible for the unit or course.

To the extent that an arrangement is made whereby the teaching unit, or a third party, undertakes any of these responsibilities for a unit or course in place of CeLTS, CeLTS has responsibilities for ensuring that these arrangements are adequate, and for monitoring their implementation for quality. It remains, of course, the decision of the teaching unit to decide if a unit or course is to be offered by off campus learning.

CeLTS has no responsibilities for the content and level of units or courses, but rather works with the teaching unit in the development process. CeLTS does not market courses or units but may identify opportunities for new development and draw these to the attention of the relevant teaching unit, Dean, Deputy Vice-Chancellor (Education) or some other person or group within the University.

The particular aspects of development for which CeLTS has responsibility are those aspects of course and educational design whereby the content, and requirements of the courses and any skills to be developed within the course, can be made accessible to students through the off campus mode of learning. Course and unit content is solely the responsibility of the teaching unit concerned; effective teaching and learning (as defined in the Effective Teaching and Learning Policy [see Values for High Quality Teaching and Learning]) is a shared responsibility of the teaching unit and CeLTS.

Notwithstanding the above, there is the chance that personnel and resource limitations in CeLTS may at times limit the rate and range of new developments. CeLTS will cooperate with faculties in seeking development funds and other resources for new initiatives. Questions of priority and resources are the responsibility of the Director of CeLTS, in consultation with the Deputy Vice-Chancellor (Education). Consultation with Deans, the Deputy Vice-Chancellor (Education) and members of the University Executive will be appropriate on some occasions.

CeLTS’ offices involved in supporting development and delivery of off campus learning programs are located at Caulfield, Clayton and Gippsland Campuses. These offices act as a shopfront for off campus learning generally and provide services to students and University staff. Educational design services are provided through these offices. Computer communications and video conferencing systems now provide easy access to CeLTS staff on any campus. Arrangements are in place such that, where a teaching unit is in the process of course development, suitable CeLTS support is provided to that unit at its location. Under some circumstances this could be in the form of a CeLTS staff member being located with that unit for a period.

The arrangements for CeLTS support for course development within a teaching unit should ensure appropriate staff development for the members of the unit, such that their need for support from CeLTS for future developments would be less. However, it is acknowledged that the CeLTS should provide some specialised expertise that would be useful even when developments are undertaken by a teaching unit very experienced in distance learning. CeLTS is responsible for providing an Academic Development Program on off campus learning and teaching for the University. CeLTS’ Mission and Objectives statement is attached as Appendix VI.

Student Profile

Australian students enrolled within funded load in courses provided by off campus learning have largely been mature age students. Demand continues from potential students of this kind, though alternative opportunities also exist through Open Learning. Realistically a lower percentage of school leaver off campus learning students should be expected than mature age students, even though no formal age restriction for students now exists.

Any increase in school leavers requires additional attention to educational design and servicing provision, informed by appropriate research within CeLTS. However, off campus learning may be used to address equity targets for school leavers in rural and remote areas.

Some courses have waiting lists due to high demand. In these areas, additional load or out of load options need to be considered, including Open Learning, perhaps with a system of entry commitment after one year's study has been completed.

Reasons sometimes exist for allowing on campus students to take a unit in off campus learning mode. This should be permitted, when the academic and logistical reasons justify the request. The matter should be handled in a manner analogous to cross-campus and cross-faculty teaching.

Financing

Off-campus learning load should be funded at the same rate as on campus load. However, in the case of off campus learning, it is important to make a clearer distinction between the funding component for course development and course review, and the servicing of students within the off campus learning courses. The servicing component itself normally has two parts - that provided by the teaching unit and that provided by CeLTS.

For existing courses and units, a proportion of the funding attracted by such load should normally be put into a fund, called the Off-campus Learning Development Fund, for development and review of distance courses, units and materials with each teaching unit having the right to expect that, over time, it will have access to such a fund proportional to the extent that it has contributed to it. It is also expected that the University may make a contribution to the fund to facilitate new academic areas becoming involved in off campus learning.

Notwithstanding these arrangements, it would also be legitimate for a teaching unit to seek support from the Strategic Innovation Fund where a planned development clearly has major benefit to the University. Faculties, schools and departments should also consider to what extent they can support new developments in the off campus learning area.

After deduction for the off campus learning development fund, the balance of funds attracted by off campus learning student load should provide a contribution per EFTSU to CeLTS for servicing and delivery, with the balance going to the department, campus, unit, etc in a manner analogous to funding for on campus load.

It should be noted that as CeLTS is an academic unit of the University, it should have access to funds for research and development infrastructure in the same manner as other academic units of the University.

Out of funded load off campus learning

(i) Postgraduate

There appears to be significant potential for the University to develop postgraduate courses (Graduate Diplomas and coursework Masters) in off campus learning mode for the continuing professional education market. Faculties will be encouraged to undertake such development for appropriate courses.

Teaching by off campus learning at the graduate level should be handled in a manner which meets the above requirements for off campus learning, and the teaching unit's and university's requirements for full-fee graduate education.

(ii) Domestic undergraduate

Single unit enrolment by off campus learning should be permitted when normal academic requirements are met, and where such teaching can be handled realistically by marginal funding. Such provision is an important adjunct to the University's obligations to provide degree pathways for students studying by Open Learning.

The Deputy Vice-Chancellor (Education) should negotiate appropriate realistic fees for such off campus learning enrolments, after discussion with relevant teaching units.

(iii) Open Learning

For the purposes of this policy, the offering of undergraduate or graduate units or courses by a teaching unit through Open Learning is subject to substantially the same conditions and arrangements as for that teaching unit offering such units or courses through off campus learning at Monash University.

In particular this includes the role of CeLTS, and the need for a teaching unit tendering for, or providing, units or courses to consult with CeLTS and to meet the requirements for the provision of off campus learning units laid down in this policy and by CeLTS.

The two exceptions to the similarity of requirements for Open Learning, and Off-campus Learning are:

1. the need to bid for or in other ways seek the right to provide units or courses through Open Learning, and
2. the special financial arrangements that apply for the provision of Open Learning units and courses.

Bidding for or in other ways seeking to be an Open Learning provider must proceed from the teaching unit, after appropriate consultation with CeLTS, to OLAA through the Office of the Deputy Vice-Chancellor (Education). This Office is responsible for the involvement of the University within Open Learning. The Office is also the point of official contact between the University and OLAA, though it is recognised for many practical and operational matters OLAA may directly contact a providing teaching unit or CeLTS, and vice versa. The Office should also seek to be a source of information and advice for providers and potential providers of Open Learning, and assist in any way it can with the smooth participation of the University within Open Learning.

The financial arrangements applicable to the provision of units and courses through Open Learning are those laid down within the contract between Open Learning and the University for those units and courses. It is not the University's practice to take any off-the-top share of funding received for the development of or provision of Open Learning units and courses. Development money for Open Learning units and courses is thus not available in the normal way, as specified above, for the development and review of off campus learning units and courses. However, development money is sometimes available from OLAA, and, in other cases, the Vice Chancellor is willing to consider requests for small grants or loans to assist with development, on the recommendation of the Deputy Vice-Chancellor (Education).

Changes to delivery

Off-campus learning, including open learning, continues to undergo changes to methods of delivery and methods of supporting off campus learning students. The University policy is to actively support innovation, and to facilitate desirable chances in the delivery of off campus learning.

CeLTS’ policy is to research, trial and evaluate new technologies and to introduce these as they become economically feasible and where they are pedagogically appropriate.

While high quality print materials currently continue the base medium for distance education, some of the areas in which significant development has occurred are:

• use of Computer Mediated Communications, interactive multimedia (IMM)
• alternative formats of materials including high quality print and disk, CD-ROM, DVD
• enhanced library services including electronic libraries and network delivery

CeLTS is actively involved in research and development work on off campus learning and educational technologies Support for expanded research activity is essential.

International

The University's policy for off campus learning in an international context is subject to the determinations of the Academic Board of the University. The following is the policy framework for such international distance education, which sees the students falling into four categories.

(i) International off campus learning within funded load

Permanent residents and Australian citizens living abroad, citizens of New Zealand, and students of the University who move overseas before completing their course all may be permitted to enrol as off campus learning students of the University.

Selection and other aspects of the enrolment must be handled as though they were located within Australia. Undergraduate enrolments must either be part of funded load, or be in the form of single unit or Open Learning enrolment. Graduate enrolments may either be in load or fee paying, subject to the arrangements for the relevant course.

No international enrolment may be accepted unless CeLTS and the teaching unit are both convinced that the student's circumstances enable him/her to complete all the requirements for the unit or course. Such circumstances include the normal University English language requirements for admission, as all courses are provided in English.

(ii) International off campus learning within a scheduled country

The University will have a schedule (draft attached as Appendix IV) of countries where the University is permitted to enrol students who are residents of those countries and who are not Australian citizens, on a full-fee basis. The schedule shall also include the listing of a specific course from a non-scheduled country which has been approved by the Deputy Vice-Chancellor (Education).

The scheduling of the country will be based on judgment of sufficient cultural and educational similarity between that country and Australia, including a very high level of proficiency in English, which would reasonably allow students to undertake off campus learning without special support.

Such enrolments usually require no special approval, but the selection and admission must be in accord with the normal University Admissions Policy and selection arrangements, and the fees charged must meet DEST minimum fee requirements. No such international enrolment should be accepted unless CeLTS and teaching unit concerned are both convinced that the student's circumstances enable her/him to complete all the requirements for the unit or course.

(iii) International off campus learning within a non-scheduled country

For students in a non-scheduled country and who are not Australian citizens to be permitted to enrol as international distance education students, it must be demonstrated to CeLTS, the teaching unit involved, and the International Office that

1. the student's circumstances enable the student to reasonably complete all requirements for the unit or course, and
2. there is an appropriate local academic support arrangement, including face-to face tutorials or an approved alternative, and library support, for the student for that unit or course.
3. there are appropriate continuing quality controls over student selection, staff appointments and student assessment.
4. the local arrangements must be consistent with the University's business plans and contractual agreements concerning International education for that country.

Local support arrangements would normally require that involvement of a local educational institution or agency which would supply the student with a face-to-face learning component, and other support.

Notwithstanding the above, it is recognised that occasionally an enrolment will be approved for a student in special circumstances without the support arrangements, provided that it can be reasonably demonstrated to the International Office that such support arrangements are not in this case required.

Appendix V is a schedule showing existing support arrangements for particular courses in particular countries. New arrangements must be approved by all relevant parties before any commitments are made to provide international off campus learning. New market opportunities should be developed by liaison between the International Office, CeLTS and the relevant teaching unit.

(iv) Open Learning

Use of Monash Open Learning units or courses in an international context is subject to all the above requirements concerning off campus learning. Additionally an appropriate fee must be approved on a case-by-case basis, such that it stands in an appropriate relationship with other relevant Monash fees.

Access to a Monash University degree by any Open Learning pathway where the student is not an enrolled student of the University will only be available for students of a particular country with the joint approval of the Deputy Vice-Chancellor (Education) and the

Use of Monash providers by OLAA in an international context must be negotiated through the Office of the Deputy Vice-Chancellor (Education), and would require approval of CeLTS, relevant academic providing unit, and the International Office.

Purpose

The objective of this policy is to provide a policy for off campus learning within Monash University.

Scope

This policy applies to the interfaces with on campus teaching, open learning and international education. It does not provide operational policy to cover the detailed requirements for the delivery of off campus learning, but does address the broad issues of new developments, responsibilities of the Centre for Learning and Teaching Support (CeLTS) and new technology.

Definitions

‘Off campus’, when used in respect to unit and course offerings, means units or courses offered at a location other than an officially recognised campus of Monash University.

‘On campus’, when used in respect to unit and course offerings, means units or courses offered at an officially recognised campus of Monash University.

Related Documents

• Quality Assurance in Off Campus Learning & Open Learning Programs Policy

• Course Delivery Framework

Governing Documents

• Monash University Act 1958

Responsibilities for Implementation

• Faculty wide – Deans, Associate Deans (Teaching)
• University Wide – Deputy Vice-Chancellor (Education), Director - CALT

Review Schedule

Academic Board will consider this policy for review three years after approval.

Approved

Approved by the Deputy Vice-Chancellor (Academic and Planning) in  January 2003

Change to "Responsibilities for Implementation" made by Education Committee Meeting 6/2005, 26 October 2005.