Quality Assurance in Off Campus Learning and Open Learning Programs Policy

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

This policy area is being re-formulated into the new Academic Policy Bank format.  The following is the original Policy and Procedures for Quality Assurance in Distance Education and Open Learning Programs approved by Academic Board at its meeting 3/1997.

Contents

1. Introduction

The delivery of programs in off campus learning or open learning mode is a more complex activity than on-campus delivery. It requires the integration of a large number of separate activities, responsibility for which rests with various academic and administrative units within the University.

As one of Australia's leading providers of off campus learning and open learning programs, Monash University is committed to maintaining high standards of quality in the content and pedagogy of these programs as well as in learning support and administrative support for students undertaking them.

This requires the existence of an appropriate University-wide policy framework, together with a commitment, by each of the organisational units involved, to quality assurance in all of the services it provides to the University's off campus learning and open learning programs.

In 1996, the Distance Education and Open Learning Committee established a Quality Assurance Working Party to bring together information about the quality assurance criteria and monitoring procedures being followed by all relevant units of the University. The Committee agreed that this information should be presented in conjunction with an outline of the policy framework within which off campus learning and open learning currently operate in Monash University.

This report is the outcome of the work of the Quality Assurance Working Party. The cooperation of the organisational units concerned is gratefully acknowledged.

In presenting the report, the Working Party wishes to stress that its work should be regarded only the beginning of an ongoing process. Important matters such as policy and processes for benchmarking and quality improvement (as distinct from quality assurance), and for auditing of quality assurance procedures have yet to be considered and documented. These should be a priority for the Committee in 1997.

Quality Assurance Working Party

M. Crowley
G. Egan
D. Jordan
D. Nation
I. Stagg,
A. Townsend
J.Harris (Chair)

2. Policy Framework and Objectives for Quality Assurance in Off Campus Learning and Open Learning

2.1 Preamble

The University's Off Campus Learning (OCL) programs currently involve 7500 students (3200 EFTSU) in 70 award courses. In addition, some 6000 students (1400 EFTSU) ^{(December 1995 data)} annually are undertaking Open Learning (OL) studies through Monash University. Given the more limited opportunities for OCL and OL students to communicate with staff and fellow students, compared to their on-campus counterparts, it is vitally important that a high level of quality assurance is ensured by the University in all aspects of OCL and OL programs.

Quality assurance is becoming even more important as off campus learning and open learning enter a period of major change. As Sir John Daniel, Vice-Chancellor of the UK Open University (UKOU) expresses it

For a university such as Monash there are substantial opportunities for the use of this new media environment to enhance both the quality of learning within its programs and the ease of access to these programs from around the world.

At the same time the University must recognise and accept the challenges which accompany the new technological and educational tools available to it. In the words of Georges Van der Perre, President of EuroPACE 2000, a consortium of 45 universities together with private and public companies and organisations,

Monash University must meet these challenges if it is to compete successfully with organisations such as EuroPACE and the UKOU. The role of the Off Campus Learning and Open Learning Committee is to guide and facilitate the development within Monash of effective pedagogical models and the integration of new technologies into mainstream education. Quality assurance policies and procedures are critical to the success of this process.

This paper summarises the policy framework within which quality assurance procedures for OCL and OL programs operate. It also lists key quality assurance objectives arising from this policy framework. A series of complementary papers will detail the quality assurance criteria and monitoring procedures applicable to each of the academic units and academic support units involved in the development and delivery of Off Campus Learning and Open Learning programs for the University.

2.2 Framework for Quality Assurance in Off Campus Learning and Open Learning

2.2.1 The University's responsibility

"When teaching programs are conducted without regular face-to-face contact between academic staff and students, effectiveness depends on the provision of properly designed and appropriate alternative technologies, and/or distance education methodologies, resources and support services, under appropriate academic direction."

Education Policy, Section 1.2, para 1

2.2.2 Operational Responsibility

2.2.2.1 Off Campus Learning

"The Centre for Learning and Teaching Support has responsibility for the operational side of distance education within Monash University, and should have clearly developed and recorded policies for these operational arrangements. (Policies relating to distance course approval and development, study materials preparation and supplementary tuition were developed in 1990 and approved by the then Distance Education Advisory Committee but have never been presented to Academic Board.) These responsibilities include:

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

Distance Education Policy, p2, para 1

2.2.2.2 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."

Distance Education Policy, p5, section (iii), paras 1 and 2

"The production quality of study materials will be that considered acceptable for standard distance education materials provided by Australian Distance Education Centres".

OLAA Agreement on Offering Higher Education Units, Clause 27

2.2.3 Responsibilities of Teaching Units

2.2.3.1 Teaching and Learning Support

"1.3.4 The appointment of Associate Deans (Teaching) to take responsibility for the enhancement of teaching and Learning in their faculties.

These Associate Deans will liaise with the Professional Development Centre and, where appropriate, the Monash Centre for Learning and Teaching Support, on a formal and regular basis, and will have responsibility for establishing faculty staff development programs focused on teaching. They will meet regularly with the Deputy Vice-Chancellor responsible for Academic Projects.'

Education Policy, para 1.3.4

2.2.3.2 Quality of content in Open Learning, Units

"The content of study materials will be that considered acceptable for standard distance education materials in the relevant subject area provided by Australian Distance Education Centres."

OLAA Agreement on Offering Higher Education Units, Clause 25

2.2.3.3 Quality of content in Off Campus Learning programs

"Course and subject content is solely the responsibility of the teaching unit concerned...."

Distance Education Policy, p.2 para 4

2.2.4 Responsibilities shared between Teaching Units and CeLTS

"The particular aspects of development for which CeLTS has responsibility are those aspects of course and instructional 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 distance mode of learning. Course and subject content is solely the responsibility of the teaching unit concerned; effective teaching and learning (as defined in the University's Education Policy) is a shared responsibility of the teaching unit and CeLTS."

Distance Education Policy, p2, para 4

"The instructional design of study materials will be that considered acceptable for standard distance education materials provided by Australian Distance Education Centres."

OLAA Agreement on Offering Higher Education Units, Clause 26

2.3 Objectives for the Quality Assurance in Off Campus Learning and Open Learning

2.3.1 Objectives for the University

• To ensure, within the limits of resource constraints, parity is maintained between students studying on-campus, by off campus learning and open learning in respect to:
• quality of learning experiences and outcomes
• quality of learning and resource materials provided
• quality of academic and administrative support services to students
• To establish within a common framework quality assurance criteria and monitoring procedures for all teaching units and support units involved in developing and delivering off campus learning and open learning programs.

2.3.2 Objectives for the Centre for Learning and Teaching Support

• To collaborate with Faculties of the University to enable students throughout Australia and overseas to undertake Monash courses or subjects via off campus learning and/or open learning.
• To enable Monash Faculties, learned societies and professional associations to provide qualifying programs and continuing education programs accessible to qualified applicants anywhere in the world.
• To raise the quality of teaching and learning and facilitate the convergence of on-campus and off-campus teaching/learning modes by:
• promoting and facilitating the use of relevant interactive technologies in teaching/learning
• maintaining an active program of research into alternative modes of teaching and learning in higher education
• publishing and disseminating, research results and ideas about off campus learning and open learning
• To ensure that Monash study materials and support services for off campus learning/open learning are of the highest pedagogical quality and effectiveness by:
• ensuring that the instructional design principles and practices of CeLTS represent the highest standards
• providing high quality graphical and textual design and desktop publishing
• facilitating the use of a range of appropriate technologies in teaching and learning
• ensuring that materials and services offered in overseas countries are pedagogically and culturally appropriate
• taking account of the motivations, skills, attitudes and learning approaches of the student clientele
• providing rapid, accurate and appropriate support services to students
• ensuring regular evaluation of courses, materials and methods, including student evaluation

2.3.3 Objectives for Faculties

• To ensure that Faculty policies and procedures take account of the situation of students and staff involved with alternative study modes.
• To ensure that the use of flexible learning methodologies is progressively integrated into the Faculty's programs.

2.3.4 Objectives for Teaching Units

2.3.4.1 Content

• To provide course materials appropriate to distance mode students and apt to achieve learning objectives and standards at least comparable with those obtained in on-campus courses.

2.3.4.2 Academic Support

• To provide academic support, within budgetary constraints, apt to reduce the disadvantages experienced by students working without normal face-to-face contact with staff and other students.

2.3.4.3 Assessment and Marking

• To provide assessment materials designed to improve the quality of learning achieved in the subject;
• To provide prompt and informative feedback to students within the accepted standards for best practice in off campus learning;
• Where casual staff are employed for marking, to provide adequate training, supervision and auditing.

2.3.4.4 Administrative functions

• To deal promptly, appropriately and sensitively with all applications.

2.3.4.5 Liaison

• Smooth operation at all levels

2.4 References

1. Daniel, JAS., "The Mega-Universities and the Knowledge Media: Implications of new technologies for large distance teaching universities", Thesis for the Degree of MA (Educational Technology), Concordia University, Montreal, Quebec, Canada, November 1995, p 11.

2. Van der Perre, Georges, "A virtual university for Europe'" Abstracts, Online Educa Berlin: International Conference on Distance Education, Berlin, Germany, November 24-25, 1995, p36.

3. Monash University Centre for Learning and Teaching Support: Services, Quality Assurance Criteria and Monitoring Procedures

4. Services provided by Teaching Units for Off Campus Learning and Open Learning Programs

5. Monash University Library: Quality Assurance for Off-Campus Library Services

6. Student Records and Admissions Branch: Services to the Centre for Learning and Teaching Support

7. Monash University Examinations and Certification Branch: Quality Assurance of the Branch Services provided to the Centre for Learning and Teaching Support

8. Off Campus Learning and Open Learning Programs Quality Assurance Statement for Services Provided by Administrative and Management Information Systems Branch

General Statement

A&MIS will provide software and programming support to distance education and open learning operations as commensurate with the objective of providing timely quality teaching services. Service and quality objectives may be assumed to embrace high standards of efficiency and effectiveness (ie quality), and it may also be assumed that modern database management techniques and standards will be employed. (Note. Provision of the actual physical resources is a responsibility of the Computer Centre.)

Special Note. The General Manager has recently directed that development "work that could not demonstrably produce saving is not to be entertained".

Standard Statements for Monitoring Processes

Design & Testing

Design scope and factors negotiated between primary client and AMIS, test procedures devised and agreed upon, and priorities and schedules determined. Pre-implementation test procedures will normally involve both parties and secondary users.

Performance Evaluation and Maintenance

Monitoring will include overall system availability, stability and response times - particularly during key periods - and disk space availability and allocations. This will not normally involve users but agreed procedures for reporting of anomalies and malfunctions by the primary client is (to be) a key element of the monitoring processes.

Problem Response and Resolution

An electronic job lodging and logging, and automatic acknowledgement system exists for initial recording, and progress reporting of routine job requests and malfunctions alike. (Although this has been virtually only used for the main student system to date, it has recently been decided to extend the facility to all systems and clients will be notified shortly.) Emergencies although still to be logged in the system, will be considered immediately upon receipt of a phone request from the primary client. Pre-emptive priority will be given to keeping systems running and programming resources will be dedicated to emergency matters until resolved. Normally this will be a matter of hours, rather than days, and any downtime will be included in system performance evaluation processes.

Determination of priorities for allocation of resources to problem resolution in the event of competing emergency demands will have regard to factors such as the number of customers affected and the nature of the problems - that is, the magnitude of the problems and implications of errors or down-time including costs to the wider University as well as to the immediate users. (It may be feasible to prioritise systems, but a particular problem in a low priority system may have more significant service implications than a higher priority system at times so some flexibility is appropriate.)

Continuing and Future Development

In essence, any developments embrace a further pass through the design and testing phase. However, any specific proposals which are proposed or in train for a particular service can be included under this heading. It perhaps also needs to be appreciated that detailed blueprints do not exist for design, maintenance and problem resolution in relation to the various systems, and that although there are traditional accepted practices, future development should include full documentation of service provisions and support procedures.

Note. As This is very much a first draft, some services or systems components may nor appear at all, or could be presented in a different/better manner, and no effort has been made to collect and development items currently being dreamed about or actively worked on. Perhaps more intensive examination of the various services will reduce the extensive use of "Standard" clauses, or result in additional comments being appended to some entries.

Notes: (Some of which have since been references within the table).

1. Excluded Processes

Processes which do not involve distance education or open learning have not been included: eg routines relating to VTAC selection, offer and enrolment processes, and recruitment of on-campus international students.

2. Other Exclusions

Some aspects of VCE Enhancement Studies enrolments require additional attention but this has bot been detailed as it was not specifically referenced in the brief. Generally speaking, the differences would be more a matter for the Student Admissions and Records Branch and Monash Centre for Learning and Teaching Support to be concerned with in any event, than A&MIS. Offshore course offerings also entail variations to the basis system, particularly to encompass different teaching time-frames, but these are not separately detailed either. Facilities which allow SARB (G) to invoke programs for individual or batch recovery of letters which have not been produced or are unusable for some reason, or data needs to be corrected, are not mentioned within service entries.

Note: Inclusion of scheduling information has not been considered as yet, but much of this information can be obtained from the OCL processes calendar produced separately by the Student Systems Monitoring Group (SSMG) at Gippsland, and currently being updated.

3. Monitoring

To assist in ensuring that monitoring processes are efficient and effective, A&MIS accepts job requests from clients in electronic form and maintains an electronic database of such requests for job control and progress advice purposes.

4. Systems Integration

Many of the processes will be components of an integrated University student system as from the beginning of the next distance education enrolment period, say from August 1997. Some processes may be affected by the introduction of an integrated Finance system, MUFIN, before then. These could include production of debtor notices, payments and refunds processing and reconciliation. In both instances, the methods of monitoring processes and managing/prioritising jobs could change as integration occurs, and involve different lead and response times for various processes although the net outcome may be much the same overall.

5. Future Developments

If the (Gippsland) Student Data System were to continue, items such as facility for directing electronic notices to e-mail addresses or fax numbers, in preference to producing and mailing paper notices would have been considered for introduction from 1998. Similarly, it is becoming feasible to not only accept re-enrolment via IVR or electronic forms, but to extend this to direct applications (notwithstanding the need for certifying of documents). Regardless of what the eventual structure of the corporate student system is, these sorts of things have considerable value for improving services to applicants and students, and in containing costs to the University, and probably still deserve attention during 1997 if Monash is not to fall behind. We believe that the electronic enrolment details two-way data exchange arrangements for offshore course agents/partners will be a first once implemented. Program will be tested shortly.

6. Clients

Although not specified for each service item, the primary client in most cases is SARB(G) of CeLTS. Future versions of this document will include the primary client before the "Objective" for each service.

(Bruce Bremner)
Co-ordinator, Systems Integration and Projects
A&MIS (Gippsland)

14 October 1996

9. Monash University Computer Centre: Services, Quality Assurance Criteria and Monitoring Procedures for Off Campus Learning

Note:

1. This document reflects the arrangements in place until the end of 1996. Changes in services are anticipated in 1997.

2. Many services normally operate 24 hours a day. Support for services is normally only provided during business hours. As on-call arrangement with the Centre's technical support staff operates after hours and weekends for first level support during published times. Normally vendors will only respond to calls on the next business day.