Teaching and Learning/Staffing Model in an Online Distance Education Context

1. Teaching and Learning/Staffing Model in an
Online Distance Education Context
Dr James Brunton
1. Introduction
For over twenty-five years programmes have been run in DCU that utilise an online
distance education (ODE) teaching and Learning/staffing model, which facilitate
students in achieving their educational goals without the need to attend campus-
based classes as they would on a full-time or part-time programme.
2. Staffing Model
The ODE staffing structures are different from a typical, ‘on-campus’ structure in a
number of ways:
Distance Education Tutor: An academic
member of staff contracted to work with
students to provide tutorials (‘live’, online or
face to face) that expand student
understanding of the course content, provide
ongoing academic support via the Moodle
Virtual Learning Environment, provide
summative and formative feedback on
assignments, monitor and assess student
progress, provide advice and encouragement
on study skills and support students as
independent and collaborative learners .
Tutors are provided with a Tutor Handbook
and receive training as appropriate, for
example in teaching through virtual
classroom software.
The distance education tutors work on the
front line with the students, supporting them
synchronously in tutorials (face to face or in
virtual classrooms) and asynchronously
through Moodle discussion forums;
The ODE programmes have
comprehensive sets of programme and
module learning outcomes that
correspond appropriately with the
learning outcomes, for a level eight
award on the National Framework of
Qualifications (NFQ). These learning
outcomes guide the instruction and
assessment of students on the
programme. There is progression, with
regard to learning outcomes and
associated assessments, from
introductory to intermediate to
advanced level modules.
Assessment Monitor: An academic
member of staff contracted to monitor
tutor marking of assignments, to give
feedback on standards and to suggest
improvements where appropriate;
Assessment Writer: An academic member
of staff contracted to set assignments and
other forms of assessment as may be
required for individual modules. Writers are
provided with a Creating Assessments for
Online Distance Education Students
document;
Assignment Marker: An academic member
of staff contracted to provide summative
and formative feedback on assignments.
This role is normally filled by the tutor;
Examination Marker: An academic member
of staff contracted to correct examination
papers for a particular module;
Learning Material Writer: An academic
member of staff contracted to write or
develop course materials and media,
according to criteria set down and agreed
by the Programme Board;
Learning Material Editor: An academic
member of staff contracted to edit course
materials;
Research Project Supervisor: An academic
member of staff contracted to oversee and
monitor the student’s progress in their
research project work and to provide
general academic advice. Supervisors
ensure that the student is making good
progress and assist the student with the
difficulties and challenges they may
encounter.
4. Quality Assurance and Improvement
The quality of the ODE Programmes is
assured through a network of quality
assurance processes, including a structured
assessment monitoring system, an external
network of subject specialists (for example
writers, editors, internal examiners,
external examiners academic advisors), and
a tutor appraisal system. Through these
mechanisms ODE can be assured that the
quality of its programmes, and the support
it gives its students, is maintained at a
consistently high standard.
For further information please email: james.brunton@dcu.ie
While modes of delivery may be different between third level programmes (for example,
between on-campus, off-campus/online or blended programmes) the NFQ/learning outcomes
system allows programmes to be compared on the basis of what is learned, and the quality of
that learning, rather than on the medium through which students learn. The programme and
module learning outcomes not only focus on the knowledge to be obtained by successful
students but also those skills and competencies that need to be developed, in order that
graduates can competently navigate the challenges of a dynamic knowledge economy.
The ODE model of teaching and learning/staffing can be seen as being highly systematic, with
particular staff fulfilling particular functions. The full-time members of the Programme Team
manage the interfacing of a diverse range of functions and roles (see above), each one of which
can be isolated and examined with regard to policy, procedure, and the quality of the work
being completed. In this way, the model is also very transparent in that all learning materials,
assessments etc. are produced in a way that they can easily be viewed by those fulfilling quality
assurance functions. Virtual classroom tutorials are recorded and archived. This is in contrast to
the learning that occurs within a physical classroom setting, which is not usually transparent in
the same way. Part-time staff fall into a number of different categories depending on their role
(some individuals may take on more than one role from this list):
3. Teaching and Learning Model
ODE students learn through a variety of
mediums. One key medium is through
interacting with their tutor(s) and fellow
students asynchronously in a virtual
learning environment (Moodle) . They
also interact synchronously in tutorials
(these tutorials can be face to face
and/or virtual via a ‘live’ web
conferencing system). In addition, for
each module, students are given access
to specifically created self-instructional
materials (hard copy and/or soft copy),
along with specific prescribed textbooks
and online resources, such as the wide
range of journals provided by the DCU
library. The design of the learning
materials and choice of technology
based resources is informed by
appropriate pedagogy.
There is constructive alignment between learning outcomes and assessments, in
that the level at which module learning outcomes are placed is reflected in the
level at which that module’s assessments are pitched. An assessment matrix is
used to ensure, at an overall programme level, that appropriate assessment types
are utilised across a programme.
National Institute for
Digital Learning
Student
Learning
ODE Learning
Materials
Textbooks
and
Online
Resources
DCU Library
Online
Databases
Tutorials and
Moodle
Online
Distance
Education
Tutors
Academic/
Administrative
Support
Quality
Assurance
Mechanisms