Distance Learning Strategy
Executive Summary
The Aston University Distance Learning (DL) Strategy is the result of extensive and
engaged consultation for a cross-institutional DL policy where pedagogy drives our
strategy. It draws together input from all areas of the University with the aim of
consolidating our efforts to ensure a high quality of DL provision and to meet the
challenge of sustaining Aston’s distinctive approach to student learning, engagement
and inclusive participation.
DL activities are strongly integrated within Aston’s 2020 vision and related University
strategic planning documentation. Our University-wide approach emphasises a high
quality of pedagogical practice, to meet the needs of our diverse DL students at each
point of access along their individual learning journeys, from early inquiries about
studying, through to graduation and beyond.
This institutional DL Strategy therefore cascades from the Aston 2020 Strategy. It
takes its lead from Aston’s growth and strategy agenda, Aston’s portfolio
development, Aston’s Learning & Teaching Strategy 2012 -2020 and provides
support to School Learning & Teaching Plans (moderated to the University Plan).
This strategy gives a lead to Aston’s learning technologies ecosystem in relation to
specification, procurement and support; to academic staff development; School
portfolio development and School distance delivery options and limitations.
This document therefore describes the steps we will take together within Schools and
Central Services to coordinate a clear, service-level agreement for DL provision at
Aston. It first defines the scope, levels of consultation, expectation of influence and
pattern of investment, as well as operational, infrastructure and pedagogical issues,
before inviting operational responses from Aston’s Schools and Central Services, on
the understanding that strategy alone cannot enable change.
Selected recommendations and outline plans for action:
Although many of the bulleted points within this document should be construed as
recommendations, many simply translate the current expectations for campusdelivered provision into the DL context. However there are some recommendations
that illustrate the specific scope of the DL challenge. These recommendations can be
found in Section 8 of the strategy document but are also collated and summarised
overleaf:
1
Selected recommendations:

That the Blackboard User Group be absorbed into the Learning Technologies
Working Group and for this newly constituted committee to facilitate decisionmaking in relation to the specification, procurement and support for learning
technologies.
Action: To be in place by October 2014

That staff development needs in relation to DL provision are scoped annually.
Action: To be piloted in July 2014

That job descriptions reflect the specific needs of DL provision.
Action: To be completed by the end of December 2014

That programme approval and periodic review activities are used to verify that
the special requirements of DL are in place prior to and during the delivery life
of DL programmes.
Action: To be enacted over the course of the 2014/2015 Academic Year

That a ‘task and finish’ group be established to review Aston’s potential need
for a ‘digital brand’.
Action: Initial liaison with Marketing and Communications to take place
in the Autumn Term of the 2014/15 Academic Year

That a student communication plan is developed that differentiates between
communications to campus-based students, to distance students and to all
students.
Action: Initial liaison with Marketing and Communications to take place
in the Autumn Term of the 2014/15 Academic Year
Paul Bartholomew and Sarah Hayes
Centre for Learning Innovation and Professional Practice (CLIPP)
10 July 2014
2
Contents
1. Reasons to define a Distance Learning Strategy for Aston .................................... 4
1.2 Definition and scope: ....................................................................................... 4
1.3 Consultation on University need: ..................................................................... 4
1.4 Informed by: .................................................................................................... 5
2. Expectations of Influence ...................................................................................... 5
2.1 Hierarchy of strategy ....................................................................................... 5
2.2. Pattern of investment: ..................................................................................... 6
3. Operational Issues: ............................................................................................... 6
3.1 Quality Issues: ................................................................................................. 6
3.2
The wider academic offer: ............................................................................ 7
4. Infrastructure Issues .............................................................................................. 8
5. Pedagogic issues ................................................................................................ 10
6. School Responses .............................................................................................. 12
7. Responses from Aston’s Central Services and Support....................................... 12
8. Recommendations .............................................................................................. 12
9. Plan for operationalisation ................................................................................... 12
10. References ........................................................................................................ 13
Appendix 1: An Aston DL student journey ............................................................... 14
Appendix 2: An example response from LHS .......................................................... 15
3
1. Reasons to define a Distance Learning Strategy for Aston
At Aston University (AU) groups of colleagues in all Schools are engaged in
developing both existing and new Distance Learning (DL) Programmes but may be
unaware of the DL practices of other academics and support staff. Distance learning
at Aston has evolved locally within Schools and although planning takes place, this
has been within local learning cultures and practices rather than towards a crossinstitutional DL policy.
DL activities of all types are strongly integrated within Aston’s 2020 vision and related
to University strategic planning documentation. Therefore, a consolidation of our
efforts to ensure a high quality of DL provision is required to meet the challenge of
sustaining Aston’s distinctive approach to student learning and widening
participation.
This DL Strategy is written with emphasis on a high quality of pedagogical practice.
By focusing on critical pedagogical values from the outset, to meet the needs of our
diverse DL students at each point of access along their individual learning journeys,
we can link these with a high quality of curriculum design, delivery and any changes
to University infrastructure that are needed to support this.
To support DL student journeys, from early inquiries about studying, right through to
graduation and beyond, the following recommendations are made for the steps we
will take within Schools and Central Services to coordinate a clear service-level
agreement for DL provision at Aston. After defining scope, levels of consultation,
expectation of influence and pattern of investment, the focus for the rest of this DL
Strategy is on operational, infrastructure and pedagogical issues, before inviting
School and Central Services responses to this document.
1.2 Definition and scope:

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To implement an overarching institutional strategy for the development,
delivery and support all forms of Distance Learning (DL) courses/programmes
at Aston.
Distance Learning (also referred to by some Schools as Online Learning) is a
mode of study with little or no requirement to attend campus to learn or to
take part in assessment for University credit.
Our working definition of DL includes taught and research programmes and
modules whether delivered by the University, or via collaborative
partners/organisations, whether in full time or part time modes of study.
A programme is defined as DL if it meets the above criteria, even when
students are required occasionally to:
(a) Attend campus in order to undertake assessment;
(b) Attend campus for induction/re-induction; and/or
(c) Attend campus for intensive teaching/lectures/workshops.
1.3 Consultation on University need:


This DL Strategy builds on staff consultations between 2011- 2014.
It includes input from a University-Wide Distance Learning Working Group
during 2012 – 2013, Distance and Online Learning meetings held within
Aston’s Schools during 2013 – 14 and a DL Consultation with Academic
Deans for Learning and Teaching in March 2014.
4


Throughout these consultations, staff agreed that Aston’s provision for DL
students needs to be met through transparent and declared approaches,
adopted by all Schools, and supported by Central Services.
The specific focus of Aston’s DL Strategy is therefore on meeting the needs
of our diverse DL students at each point of access along their individual
learning journeys1 through consistently high quality pedagogic design,
delivery, infrastructure and community.
1.4 Informed by:
Together with strong University values held by staff and students at Aston, including
sharing of principles for success from Schools2, and consultation documents3 this DL
Strategy is further informed by 7 Principles for Good Practice, which aim to:
1. Encourage student-faculty [member] contact.
2. Encourage cooperation among students.
3. Encourage active learning.
4. Give prompt feedback.
5. Emphasize time on task.
6. Communicate high expectations.
7. Respect diverse talents and ways of learning. (Chickering & Gamson, 1987)
Furthermore, principles supporting this DL strategy have been drawn from Aston’s
Student Charter, Aston’s Student Engagement Strategy and Aston’s Equality and
Diversity policies4. In Aston’s Learning & Teaching Strategy 2012 -2020 a key aim is
to: ‘develop independent critical thinkers able to invest in themselves and society’,
therefore emancipatory principles of critical pedagogy (Freire, 1970) and of effective
online distance learning practice (Smyth, 2007)5 further inform this DL Strategy.
2. Expectations of Influence
2.1 Hierarchy of strategy


This institutional DL Strategy cascades from the Aston 2020 Strategy
It takes its lead from:
o Aston’s growth and strategy agenda
o Aston’s portfolio development
o Aston’s Learning & Teaching Strategy 2012 -2020 emphasising:
 Access
 Success
 Global citizenship
 Employability and Entrepreneurship
 Quality Learning
 Great Student Experiences
 Sustainability and Social Responsibility
o School Learning & Teaching Plans (moderated to the University Plan).
1
In Appendix 1 some key points of access for DL students are shown. These were defined by
Academic Deans for Learning & Teaching in a consultation in March 2014
2 See for example ‘Principles for Success in TESOL DL Programmes’
3 See Designing & Delivering Distance Learning Consultation, & LHS Discussion paper
4 http://www.aston.ac.uk/staff/hr/equalops/
5 http://www2.napier.ac.uk/transform/TESEP_3E_Approach.pdf
5

The DL Strategy gives a lead to:
o Learning technologies ecosystem specification, procurement and
support
o Academic staff development
o School portfolio development
o School distance delivery options and limitations
2.2. Pattern of investment:


This will translate institutional aspiration into operational reality through
transparent and declared approaches.
We will review staffing capacity/capability to address Aston’s DL agenda.
3. Operational Issues:

Defined (and allocated) responsibilities should be clear for each stage of
conception, design, delivery and quality enhancement of each DL course.
3.1 Quality Issues:

Quality of design principles6:
o DL programmes are governed by AU General Regulations and Policy.
o All roles and responsibilities should be clear in the development of DL
programmes, with programme teams engaging with key University
contacts and stakeholders at the planning stage and throughout
design, delivery, evaluation and review stages.
o A named Programme Director should be responsible for progress.
o DL design principles should meet indicators of sound practice7 and be
in line with Aston’s Quality Team documents for DL provision, to
include declared business planning and costing, management
structure for the intended programme, student support structures,
collaborative arrangements, details of outcomes and assessments
o DL design principles should be structured and supported.
o DL design principles should be structured to link with Aston’s
developing curriculum design procedural framework (REG/14/62).
o In DL design programme teams should also take into account Aston’s
stipulated ‘design challenges’ relating to employability, information
literacy, sustainability and inclusive teaching practice.
o In the design of DL, programme teams need to consider Aston’s
collaborative philosophy for representing and engaging students with
the opportunity to have a ‘constructive voice’ in the University. For
advice please refer to the Aston Student Engagement Strategy8.
o Students should thus be involved in the design and review of DL
courses.
o Design provision should be within Aston’s existing technology
ecosystem.
o There should be transparency in the specifications for any hardware
and software DL students will be required to use.
o Clear University-wide benchmarks should be defined for DL provision,
for use in approval, review and annual monitoring.
o There should be an ongoing dialogue with DL students to refine
processes, address issues and evaluate outcomes.
6
See Designing & Delivering Distance Learning Consultation Document
QAA Code of Practice, Chapter B1
8 See Aston Student Engagement Strategy
7
6
o

Specific, standard checklists should be available for those producing
and reviewing DL courses.
o Support will be available for reviewers appraising DL programmes.
o Quality checks should be undertaken by groups of reviewers who are
independent of the DL programme team.
o Quality checks should be undertaken by reviewers who also have a
good understanding of what high quality DL provision ‘looks like’.
o Collaborative programmes should be developed in relation to Quality
Code advice, see9 and follow Aston’s quality guidelines, regulations
and code of practice.
o There should be a named Programme Director who holds
responsibility for each collaborative programme.
Quality of delivery:
o A consistent approach to the delivery of DL should be promoted.
o Pedagogical content and services should be informed by, and in turn
re-inform, the aspirations laid out in Aston’s Student Charter10.
o Creation of some specific, standard checklists, e.g. for Library
booklists, licenses, any possible restrictions, is recommended.
o DL students should be able to access a clear timetable for teaching
and assessment.
o DL students should have opportunities to engage with each other
incorporating online communication and collaboration between
students to enhance learning, reduce isolation, and help ensure
retention in online courses (Chickering & Gamson, 1987).
o In addition, programme teams might consider creating an informal
discussion area for students to use for socialising online.
o DL course delivery should include effective procedures for DL student
feedback and representation as outlined in the Aston Student
Engagement Strategy.
3.2 The wider academic offer:
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
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DL students should be able to access personal tutors, in respect of Aston’s
Personal Tutoring Policy (REG/13/508)11, Information Literacy support
through the Library Information Services Team12, counselling, through the
Aston University Counselling Service13, study skills support, through the
Learning Development Centre14 mentoring through the Learner Enhancement
Team’s Peer Mentoring Scheme15, Students’ Union and general welfare
services that students on campus may access.
DL students should also be able to draw on access to Aston’s cutting-edge
research and our professional expertise, whether through the recording of
relevant research seminars, or joining an appropriate research centre.
DL students should experience links with Aston’s sustainability and social
responsibility aspirations and be encouraged to consider values.
DL students should be supported with advice on further study, careers,
placements, qualifications, courses, entrepreneurship and alumni activities, to
consider future plans (Chickering & Gamson, 1987).
9
UK Quality Code for HE Part B Assuring and Enhancing Academic Quality: Managing HE
Provision with Others
10 Aston Student Charter
11 Aston’s Personal Tutoring Policy
12 Library Information Services Team
13 Aston University Counselling Service
14 Aston Learning Development Centre
15 Peer Mentoring
7
4. Infrastructure Issues
This section of the DL strategy focuses specifically on coordination of a clear servicelevel agreement for DL provision at Aston. This should support a DL student to
access the services and support they require throughout their individual learning
journey (see Appendix 1).
 Marketing:
o The Distance Learning Working Group (that met during 2012 - 13)
agreed that Aston needs to develop its own ‘digital brand’ that is
digitally equivalent, but not alternative to, its face-to-face offering.
o It is recommended that a ‘Task and Finish’ group be formed with
responsibility for branding of ‘digitally equivalent’ programmes.
o The ‘Task and Finish’ group will review services, procedures and
protocols for DL programmes so as to define a level of support that
works across AU and is communicated/documented as Aston’s
standard.
 Website information for students:
o The Distance Learning Working Group (that met during 2012 - 13)
agreed that Aston’s web team needs to establish a central web page
with information about DL programmes, as well as logical ways for DL
students (current and prospective) to access resources.
o The marketing team and web teams need a strategy to capture the
‘distance learner voice’ to inform website provision.
 Enrolment and admission:
o Enrolment, finance and award administration need to be aligned more
systematically so that DL students from any School can access
comparable levels of information and support. This was identified by
the Distance Learning Working Group (2012 - 13).
 Quality commitment:
o With regard to DL programmes and collaborative DL provision all
responsibilities for review should be transparent and declared.
o A suitable, consistent and effective module evaluation process to be
defined.
o With regard to collaborative provision, the points raised in the Action
Plan responding to QAA UK Quality Code Chapter B10,
REG/13/452(1) should be considered and reviews and risk
assessments carried out accordingly.
 University and School communications:
o A review of what emails are sent to DL students is needed to avoid
them receiving emails specific to on-campus students.
 Lecturer and administration roles:
o In consultations across Schools the need for a dedicated DL
administrator, with a good overall picture of the programme and the
participants on it, has been repeatedly identified. Despite any
changing tutor roles, these individuals can continue to be active in
supporting the participants and the programme effectively.
o DL Lecturers can find themselves answering many small queries and
so clear lines of communication need to be declared.
 Library and resource allocation:
o DL students should be able to locate the information and support they
need from the dedicated Library webpages16.
 Learning Development Centre (LDC) and support for study:
16
http://www.aston.ac.uk/library/additional-information-for/parttime/
8
o
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A close integration between those developing DL courses and links
with the support the LDC staff are able to offer is needed.
Technical support:
o This DL strategy is predicated on the assumption that centrallysupported systems and software will be utilised with attention to
issues of scalability to accommodate increases in student numbers.
o In order to check technical reliability, all materials should be tested
on the same kind of equipment that DL students will have access to
(either physically or by emulation).
o University guidelines already provided by ISA should be reviewed by
the ‘Task and Finish’ group to make easily accessible online.
information for DL learners and to avoid repetition in every module of
information that could be in one place, for example compatibility with
Macs, software agreements and web links to generic handbooks
o If the module is to be delivered fully online, students should be
provided with a minimum-required technical specification so they can
ensure they are set-up appropriately to study from home or work.
o Contingency arrangements, should the Virtual Learning Environment
(Blackboard) be unavailable, should be clearly communicated.
o Electronic submission of coursework instructions should be clear and
regularly updated as required.
o Regardless of how coursework is submitted, there should be some
means of confirming its safe receipt.
Mobile access:
o This strategy links with a developing University Mobile Strategy.
o DL students need to be provided with clear guidance on the use of
mobile devices to access resources and communicate with peers.
Response times:
o Given DL students are often working as well as studying, clear and
realistic response times should be established e.g. within 48 (working)
hours, or a holding message indicating when staff will be able to
respond. This ensures that DL participants are able to plan their time
and are able to make progress17.
Online induction:
o The online induction should take place before course delivery.
o Students need to be made aware of this ahead of time18.
Student progression:
o Those teaching on and administering DL programmes need to be able
to access screens within MAP and SITS that enable them to clearly
see a student’s progression.
o Extenuating circumstances procedures should be available for DL
students to access easily.
Managing student expectations:
o From the point a student seeks information about studying a DL
course, procedures should be in place to refer and follow up.
Availability:
o DL tutors need to be visible and responsive online.
o Clear guidelines will help to manage student expectations. Details of a
recommended ‘minimum’ online presence for distance learning and an
example of a planner for a distance learning course are available19.
17
See Principles for Success in DL TESOL
See Designing & Delivering Distance Learning Consultation Document (p11-12) for a useful
timeline of the stages involved in the design and the development of an online DL module
18
9

Learning analytics:
o Information on how learning analytics can help tutors to track the
progress of DL students should be provided on the TLC website.
5. Pedagogic issues




19
20
Who are your DL learners?
o Programme teams should communicate their course philosophy to DL
students to help them build their identity as Aston DL learners20.
o Programme teams should ask what their DL students want.
o Programme teams should consider the skills and equipment their DL
students need to work largely independently and online.
Tensions in existing learning outcomes:
o As part of the review of curriculum design at Aston and the University
Module Directory requirements, DL course leaders should review their
learning outcomes in terms of quantity and constructive alignment
(Biggs, 1996) to assessment tasks.
o DL course leaders and programme directors should treat new Aston
documentation as pedagogic planning tools that provide an
opportunity to write normally no more than 4 effective learning
outcomes.
Assessment practice:
o As part of the review of curriculum design at Aston, DL course and
programme leaders should review their assessment methods and
weightings to avoid a common problem of over-assessment.
o DL modules will not normally have more than two items of assessment
(independent of the size of the module). Frequent formative
assessment tasks with feedback encourage learners to remain active
without over-assessment, (Chickering & Gamson, 1987). Such items
of assessment can include several subsidiary elements of a portfolio
as long as the assessment item ‘returns’ a single mark.
o DL students should be able to apply their knowledge, therefore
introducing self-tests and reflective activities is necessary.
o DL tutors should also consider the role that mandatory online
discussion activities and formative coursework might play in enabling
them to identify problems and misunderstandings as they arise, rather
than when coursework has been submitted.
o Steps need to be taken (and University-wide guidance provided) on
ways to verify the identity of students taking online exams.
o DL students should be provided with information on how to appeal
virtually with regard to progression decisions.
Online materials and resources:
o Online materials need to be at an appropriate level and have clarity.
o Design online materials that students need to use and with which to
engage.
o Regularly check online DL materials to ensure they are up to date.
o Be accommodating of possible individual learning preferences.
o Provide clear learning requirements throughout the DL programme.
o Students should be able to download or print material easily.
o Provide relevant supplementary materials e.g. a glossary or FAQs.
See Appendices 4 & 5 of Designing & Delivering Distance Learning Consultation Document
See ‘Principles for Success in TESOL DL Programmes’
10
o


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

Links to external resources need to be checked to ensure they can be
accessed by DL students in their geographic locations.
o Copyright and accessibility in different browsers needs to be checked.
o Navigation of content should be clear.
Stakeholders:
o The above-mentioned review of learning outcomes and assessment
on DL courses is an opportunity to involve key stakeholders such as
students, employers, Library and Learning Development Centre,
Learner Enhancement Team, e-learning developers and peers across
programme teams.
E-Learning development support:
o Should encourage meaningful incorporation of technology.
o It is expected that all staff involved with the design, facilitation and
evaluation of online distance learning delivery at Aston will have a
good level of both technical and pedagogical understanding.
o In consultation with CLIPP, tailored development sessions can be
planned for course teams establishing and reviewing DL provision.
o The topic and desired learning outcomes, aligned with assessment,
should come before an exploration of possible technologies to support
the learning tasks and shared spaces.
o This DL Strategy is predicated on the assumption that new learning
technologies are not purchased at School level.
o Any changes to this position should be through appropriate channels
where a case for a different technology would be made.
o The TLC website should provide support for all learning technologies
that are part of the university ecosystem.
o ISA learning technology support staff within the Blackboard team will
continue to provide one-to-one sessions to help staff develop online
learning materials (including DL resources).
o As staff are recruited into Schools to provide e-learning support, ways
to share and update skills need to be encouraged.
Community versus information provision:
o The ways in which course teams design DL modules needs to reflect
the programme philosophy and whether it is intended to build a
community of peers, or provide information.
o If community building - varied techniques such as group learning,
discussions, demonstrations, or teaching of each other - methods to
build ownership and reward achievement can support this.
Staff profiles:
o DL students should be able to access information about instructors.
Workload modeling:
o Consideration is needed for working across different time zones.
o As part of the ‘Task and Finish’ group review of procedures and
protocol for DL programmes, clear and transparent guidelines should
be developed on workload models for DL courses.
Staff development
o As part of the Master’s programme being developed in CLIPP, a
structured route/sessions for staff professional development will be
available. This will include seminars on DL programme design and
methods of delivery and support for approving/reviewing provision.
o Additionally, staff will be encouraged to run sessions where they share
DL expertise with others, and also encouraged to keep a record of
these sessions as mentoring of others that could be cited as evidence
for HEA Senior Fellowship application/recognition.
11
o
o
The ‘Task and Finish’ group are to examine ways to build a
community of DL tutors that avoids DL instructors feeling isolated.
DL courses should be subject to peer-review processes.
6. School Responses
The building of a set of examples of School responses to the challenges of DL
provision is seen as a useful contribution to the University discourse around DL and
indeed implementation of this strategy. An example of a draft response to the
challenges of DL provision, in this case from LHS, can be read in Appendix 2.
7. Responses from Aston’s Central Services and Support
Responses from any of Aston’s central services and staff/student support
departments are also welcomed in terms of suggestions to help implement the
strategy from your particular area of expertise in relation to Aston’s DL provision.
8. Recommendations
Although many of the bulleted points within this document should be construed as
recommendations, many simply translate the current expectations for campusdelivered provision into the DL context. However, there are some points that are
specific to DL and need to be operationalised as a prerequisite to making significant
progress with the DL agenda. These are listed below. Plans for operationalisation of
these points are summarised in Section 9.
Specific recommendations:
a) That the Blackboard User Group be absorbed into the Learning Technologies
Working Group and for this newly constituted committee to facilitate decisionmaking in relation to the specification, procurement and support for learning
technologies.
b) That the Centre for Learning Enhancement and Professional Practice
(CLIPP) undertake an annual audit of staff development needs in relation to
DL provision.
c) That those responsibilities for people who lead on all aspects of DL provision
are made apparent in job descriptions.
d) That programme approval and periodic review activities are used to verify that
the special requirements of DL (as outlined in the is document) are in place
prior to and during the delivery life of DL programmes.
e) That hardware and software requirements for DL provision be made
transparent at the points of: advertising the programme and within (an
annually updated) programme handbook.
f) That a ‘task and finish’ group be established to review Aston’s need for a
‘digital brand’ and to generate that brand as appropriate.
g) That a student communication plan is developed that differentiates between
communications to campus-based students, to distance students and to all
students.
9. Plan for operationalisation
The plans below map to Section 8 above – i.e. (a) below represents a summary plan
for operationalisation for recommendation (a) above:
12
a) This new group to be in place by October 2014 with Terms of Reference to be
ratified at the first meeting. CLIPP will lead on the Group’s constitution and
identification of a Chair. The Group will have the ability to feed
recommendations directly to the Executive when decisions relating to
technology ecosystems procurement or resourcing need to be taken.
b) CLIPP will undertake this audit in the July of each academic year. A pilot
audit will be undertaken in July 2014 to inform future work. Results from this
audit will inform staff continuing development provision. CLIPP will work with
Graduate Staff Development and ISA as appropriate.
c) CLIPP will work with HR to cascade the relevant responsibilities in this
document into the relevant job descriptions. This work to be completed by the
end of the December 2014.
d) The CLIPP Academic and Quality Teams will collaborate to change
processes and supporting documentation to ensure that such verification
activity takes place. This work will be folded into the overall changes to
curriculum design, approval and review that will be enacted throughout the
2014/15 Academic Year.
e) See d)
f) CLIPP with liaise with Marketing and Communications in relation to this
recommendation in order to explore potential options. Initial liaison will occur
early in the 2014/15 Autumn Term.
g) See g)
10. References
Anderson, T. (2008). Towards a theory of online learning. Theory and practice of
online learning, http://cde.athabascau.ca/online_book/pdf/TPOL_chp02.pdf
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher
education, 32(3), 347-364.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE bulletin, 3, 7.
Freire, P. (1970). Pedagogy of the Oppressed, trans. Myra Bergman Ramos. New
York: Continuum.
Blake, N, (2000). Tutors and Students Without Faces or Places. Journal of
Philosophy of Education, 34:1
Corbin, Z (2011) No Cheap Option, Times Higher Education, 12 May 2011
Goodyear, P and Ellis, R. A. (2008) University students approaches to learning:
rethinking the place of technology, Distance Education, 29: 2, 141 — 152
Hayes, S & Pollard, D (2011) Framing the distance experience: towards a critical
understanding of distance teaching In: EUNIS 2011, June 2011, Trinity College,
Dublin http://www.eunis.ie/papers/Framing-The-DistanceExperience_SarahHayes_Paper.pdf
HEA Guides Flexible pedagogies: preparing for the future
http://www.heacademy.ac.uk/projects/detail/Research/FP_prep_for_future_research
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Merisotis, J P, Phipps, R, A (1999) What's the difference? Outcomes of distance vs.
traditional classroom-based learning, Change v. 31: 3, 12-17
Sumner, J. (2000). Serving the system: A critical history of distance education. Open
learning, 15(3), 267-285.
http://pages.towson.edu/bsadera/istc717/modules05/module8/3888263.pdf
White, D, Warren, N, Faughnan, S & Manton M ( 2010) Study of UK Online Learning,
Report to HEFCE by the Department for Continuing Education, University of Oxford
Available at http://www.hefce.ac.uk/pubs/rdreports/2010/rd17_10/rd17_10.pdf
Tang, Y., & Tseng, H. W. (2013). Distance learners' self-efficacy and information
literacy skills. The Journal of Academic Librarianship, 39(6), 517-521.
Appendix 1: An Aston DL student journey
In March 2014 key points in a DL student journey were mapped in consultation with
Academic Deans for Learning & Teaching to acknowledge at different points of this
journey there will be requirements of access in order to support success.21
An Aston DL Student Journey
 Advertising
o Programme marketing information needs to state:
 The mode of study
 Implications for students in terms of technology access
 Sufficient detail about the expectations on the students
 Sufficient detail on what Aston will provide
 A contact to discuss the course with
 Comments from students already on the course
 Registering interest
o The programme marketing information should state:
 How students register interest/apply
 How students contact The Disability Team
 What happens next
 Admission to the programme
o Information should state eligibility
o Students should not experience a slow response
o Technology requirements should be clearly stated
o Language requirements should be clearly stated
 Additional support
o Administrative support needs to be sufficient
o Lecturers
o Technical Support
o FAQs
 Online induction
o Managing student expectations
 Availability and response times
21
Access and Success are two of the seven key Learning and Teaching Objectives in the
Aston University Learning and Teaching Strategy 2012 - 2020
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Package of resources
Quality
o Aston commitment to DL students
o Marking and feedback
Modules
o Build
o Support
o Evaluate
Design programme support from proposal through to completion
Appendix 2: An example response from LHS
LHS have responded so far to the challenges of developing and delivering DL
provision with the following draft recommendations for their School


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Generation of online modules to be carried out alongside generation of
all on-campus modules as a matter of course by all academic members of
staff.
All online modules can then be deposited in a school-wide repository
and managed by a single individual who will be responsible for ensuring
standardisation in format and also have management of the more technical
aspects such as the development of Presenter based quizzes etc
The school-wide module repository is a resource for programme
designers i.e. those people who want to design a distance delivery
programme can then go to these repositories using effective curriculum
mapping and design programs utilising expertise from modules that already
exist. All approval/accreditation processes etc are carried out as is standard
practice with the development of on-campus programmes.
Distance delivery modules (or indeed all modules) could be ranked with
a score on flexibility/community Flexibility: particular modules would allow
students to be completely flexible on how they take these. Community:
particular modules would place emphasis on the development of a
community of learners, which will see students carrying out some kind of
activity in groups. If all modules were ranked on this scale this would see the
distance delivery modules veering more towards the scale of flexibility and
the on-campus modules veering more towards the scale on community
development.
Respond to a shared concept across Aston Schools & Central Services
of effective flexible distance delivery to include a basic university standard
students can expect for high quality online distance and blended courses
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