Quality Handbook supplement 12C - Principles for high-quality online learning

2.1 Advance HE defines flexible learning as "...empowering students by offering them choices in how, what, when, and where they learn: the pace, place, and mode of delivery."  (Advance HE Framework for Flexible Learning in Higher Education, 2016.) Flexible learning is essential to enable students to balance work, study, and leisure according to their specific needs. Advance HE states that introducing flexibility into course delivery positively impacts recruitment, retention, and progression, access and participation, and creates opportunities for learners of all ages, backgrounds, ethnicities, and nationalities.

2.2 Teaching is delivered in person wherever this is the most appropriate method. Course and module teams are required to make a value judgement on which delivery method is most suitable for each content item, activity, and assessment.

2.3 Modules selected for online delivery should be done so on sound pedagogical reasoning. Online learning is the most appropriate mode of delivery when one or more of the following are required (Blended, Using disruptive innovation to improve schools, Michael B. Hor & Heather Staker, 2015):

1. Anywhere, anytime access to learning on whatever internet-enabled device you have with you
2. Interactive lessons that offer instant feedback at scale
3. Learning chunked into bite-sized pieces
4. Lessons that can be taken in or out of sequence.

2.4 Online and highly blended learning will be a new experience for many students; they need to be instructed on how and when to access their learning content. Students balancing their studies with other commitments, such as work and childcare, require clear information about when new content will be available, how long they will need to commit to a particular activity, and any related deadlines to help them plan their time more efficiently.

2.5 Clear expectations should be regularly stated within a Learning Room, explaining when content will be available, timeframes for completion, and contribution expectancies. It is essential to establish a routine of content release to help students form good habits for checking their Learning Room for updates. Habit-forming is a vital tool in guiding students towards behaviours that foster high levels of engagement with their learning.

Further information

• For further information, please see: https://resilienteducator.com/instructional-design/education-as-habit-formation/

2.6 Core resources must be provided in digital format whenever possible. For some lists, this will require extensive reworking of list content. It is strongly advised that Resource Lists are reviewed with designated School Library contact annually. Library contacts can assist course teams in finding electronic alternatives, either from LLR's extensive digital collections or, if necessary, by purchasing appropriately sourced and licenced content.

2.7 When referring to digital resources in Learning Room content, it is good practice to provide a descriptive hyperlink to that resource. Linking content encourages students to engage with the core materials in the context of their learning.

2.8 Students should be supported with 'on-demand' online activities via “scaffolded” guidance and support. Scaffolding in online learning is a strategy where initial extensive support is provided to students. This support is gradually reduced as students become more proficient, encouraging independent learning, and understanding of the subject. It is especially important in online environments to maintain engagement and understanding in the absence of face-to-face interaction.

2.9 In providing this support, colleagues should aim to understand students' current abilities and the instructional strategies and practice opportunities that will help learners develop the necessary competence and confidence.

2.10 When working with less experienced online learners, using an established framework like Gilly Salmon's 5-Stage Model can make it easier to provide developmental support systematically.

2.11 Writing for online readers should reflect how people engage with online content; this differs from how people engage with print media. The key writing conventions are as follows:

1. Use plain, informal English: 'write as you speak'.
   1. Use natural language to set a personal and engaging tone, keeping to first and second person where possible, e.g. "Why should you revise early?" rather than "What are the benefits of early revision?"
   2. Explain any jargon or specialist terms on first use.
   3. Avoid culture-specific references. Learners' cultural backgrounds may differ; avoid language and examples which may exclude some students.
2. Make text 'scannable' :
   1. Provide meaningful headings and subheadings.
   2. Use short paragraphs containing no more than 3 sentences.
   3. Use text organised in bulleted lists where possible.
   4. Highlight keywords (bold or italics, but not underlined since this suggests a hyperlink).

2.12 There should also be a clear narrative to set learning activities in a broader context and lead learners through the online material. It can be helpful, for example, to:

1. Introduce and contextualise content and activities.
2. Make explicit links to learning outcomes, assessment tasks or other parts of the curriculum.
3. Incorporate review sections to:
   1. Summarise and draw out key themes;
   2. Pose new questions or suggest further reading;
   3. Promote reflection and application.

2.13 Addressing the missing 'human element', particularly the lack of personal connection, is critical for online, highly blended and flexible learning.

2.14 The 2020 NSS findings highlighted the importance of developing a sense of community in course delivery. Research by WONKHE conducted in October 2020 revealed that loneliness and an absence of a sense of community are strongly related to an increase in the number of students considering withdrawing from their current courses.

2.15 Students appreciate their online learning when it includes personal support from teachers and peer interaction. Module Leaders should take an active and visible role in their online modules, posting regular news items, responding to discussion forums, etc. The Community of enquiry framework supports this, emphasising social interaction as crucial for education, alongside teaching and cognitive aspects. This should guide the development of a supportive learning community.

2.16 Therefore, it is important to design in opportunities for learners to form meaningful connections with each other, right from the start. Advice and guidance can be found in NTU’s ‘Creating a welcoming digital community’ guide. If you need support putting these approaches into practice, please contact the Flexible Learning Help Desk for tailored advice and assistance.

2.17 Regularly integrating short, low stakes, active, knowledge checks (e.g. multiple choice questions, fill in the blanks, drag the words, sequencing etc.) reinforced by weekly summary formative assessment, enhances student engagement and recall while preparing students for summative evaluation. Research has revealed several benefits to this type of formative assessment:

1. Formative assessment after content consumption aids a deeper understanding of content.
2. Breaking up content consumption with low stakes knowledge checks helps students maintain concentration and enhances engagement.
3. Continuous weekly low stakes assessment enhances student outcomes and has been associated by students with increased engagement.
4. Automated knowledge checks allow academics to monitor student progress and identify problem areas without the need for extensive marking, as well as providing instant feedback for the student.
5. Content-embedded assessment can increase student concentration and engagement with video content.

2.18 Formative assessment using automated learning checks using H5P or the Virtual Learning Environment’s other assessment tools should be included to support all content delivered online.

2.19 The UK's Public Sector Bodies (Websites and Mobile Applications) Accessibility Regulations 2018 requires that resources and systems used within the public sector, including education, be accessible to all users by design. The legislation requires that any content added to NOW or any software used with students meets accessibility standards.

2.20 At NTU, 17.4% of students disclose that they have a registered disability, learning impairment or suffer from a mental health condition. NTU's Student Services team estimates that this figure is likely to be closer to 20% when accounting for students who choose not to disclose. In an average NTU module containing 55 students, up to 17 may require reasonable adjustments to resources.

2.21 Under accessibility legislation, reasonable adjustments must be made to teaching to account for students' additional learning needs. Specific advice can be found in the NOW Accessibility Statement.

2.22 Blackboard Ally was introduced at NTU in July 2020 and provides academic staff with a tool that increases awareness of the compliance levels of their materials hosted on NOW and offers detailed insight and guidance on how to improve the accessibility of their content. Step-by-step instructions are available to fix most accessibility issues, whilst reports are available at the system and Learning Room level to identify common problems and resources that require attention.

2.23 An 'acceptable' Blackboard Ally score is 90%. This target should be achieved by the end of the module’s third delivery week, where possible.

2.24 To keep students engaged, break down video lectures into short videos, or clear segments. MIT research shows that videos under 6 minutes maintain student attention best, with engagement dropping in videos over 10 minutes. For longer videos, engagement can be maintained with high-quality storytelling, presentation, visuals, and including a talking-head format. Unlike films, which are scripted and edited with frequent shot changes, educational videos benefit from being shorter and often single-take A brief guide is available to support the creation of higher quality video.

2.25 At a course and school level, sustainability can be achieved by creating videos that can be reused over time and across multiple modules. Reused content may include subject-specific technology tutorials and introductory topic information. Avoiding reference to module-specific or timebound information will increase usability and save time in future academic years.

2.26 Tools supported and approved by the Digital Technologies department should be used when creating activities for learning and assessment. All supported solutions, including generative AI, have been through rigorous checks for compliance with current legislation, for long-term sustainability, and tested to ensure they do not undermine the integrity of course assessments.

2.27 The use of AI tools (e.g., for ideation, content generation, coding support, or language editing) should be surfaced in teaching practice to help students become critical and ethical users. This includes:

1. Demonstrating how AI can support learning, research and professional practices;
2. Discussing its limitations, biases, and appropriate use within academic integrity frameworks;
3. Encouraging reflective use of AI tools to support learning goals rather than replace them.

2.28 Students' experience must be consistent across modules on their course, including guidance on responsible use of AI, and they should not be asked to use various tools with similar functionality. Students should not be expected to sign up to use a tool as part of learning essential to their course of study.

2.29 If a software requirement cannot be met using the digital tools available, the Flex Team should be contacted in the first instance. NTU will not support the procurement of tools unless a business case can demonstrate that existing tools do not meet 80% or more of the required functionality. Once approved, all requested software is checked against legislative and sustainability requirements before purchase; alternative software must be found if any checks fail.

2.30 Short 'live' sessions are more inclusive, accommodating students in different time zones or with extra commitments, like part-time work or apprenticeships. They're also more manageable for students who might be unwell or have limited access to equipment, as catching up on one hour is easier than multiple hours.

2.31 For staff, managing shorter sessions is less burdensome than longer ones, as they present fewer complexities compared to a physical classroom. Additionally, if a session needs rescheduling, it's easier to replace or rearrange one hour than three.

2.32 Students should be reminded to look away from the screen regularly. The 20-20-20 rule suggests that every 20 minutes spent looking at a screen, a person should look at something 20 feet away for 20 seconds.

2.33 Many studies suggest that the maximum attention span for a single activity is about 10 minutes. To maintain engagement, students should be offered diverse activities and interactive opportunities in each session. This approach encourages active participation and highlights the benefits of attending live rather than watching a recording later. Within the MS Teams platform, various tools like Breakout rooms, Whiteboard, and polls using Forms can assist in creating this variation. Additionally, external tools like Vevox are available for enhancing audience participation.

2.34 Determining the best size for a live online class depends on various factors, including the course's objectives, the level of interaction required, and the pedagogical approach. There isn't a one-size-fits-all answer, but group sizes for 'live' sessions should be selected to facilitate active and collaborative learning. Smaller class sizes tend to facilitate more interaction, which can lead to better student performance and engagement.

2.35 Online "live" sessions should be used for discussion and collaboration activities, rather than lecture-style exposition, giving all students equal opportunity to participate. Live, online lectures should be avoided and replaced with pre-recorded, on-demand, "chunked" video or audio content. See Principle 10 for further guidance.

2.36 Large online group sizes can be appealing as they offer the opportunity to reduce the need to deliver a session multiple times. However, with large group sizes and low student teacher ratios, the opportunity for participation is reduced. In courses with 15-30 students, the amount of instructor participation significantly affects student participation. However, in larger classes, this correlation diminishes.

2.37 Larger group sizes can remain effective for a one-off live online event, such as guest speakers or regular Q&A events like those held monthly by the Vice-Chancellor. Online 1:1 and small group tutorials should be carried out in Teams as scheduled calendar events or through Microsoft Bookings to make sure the live auto-captioning is available to students that need it.

Further information

• For further information on online class sizes, please see Class Size in Online Courses: What the Research Says

2.38 High-quality online learning at NTU is aligned with the institution’s equality, diversity and inclusion policies and strategic aims. EDI is integrated into all aspects of online content, from design to delivery, reflecting the varied backgrounds and experiences of the NTU community.

2.39 Educational materials are crafted to integrate EDI principles and strategies, including but not limited to; efforts to decolonise the curriculum, recognising intersectionality, co-creation with a diverse range of voices and use of inclusive language and imagery.

Further information

• For further information about incorporation into course content, please see: Incorporating diversity into course content

2.40 In recognising the unique challenges presented by online and blending modalities, design and delivery address varying levels of technology access and diverse learning needs.

2.41 Continual development of the approach to EDI in online learning is a priority and involves proactive and context-sensitive actions that reflect and value the diversity of the NTU community.

2.42 The responsibilities of facilitating online learning activities after a module has launched are varied. They include active guidance, leading discussions, keeping regular communication, and providing adaptive support. Adopting these approaches can greatly enhance both the effectiveness and the level of engagement in the module.

Further information

• For further information about online instructor prescence, please see: Online Instructor Presence

2.43 Module Leads should encourage and maintain collaboration, communication and discussion among students. This involves active participation in discussion boards, responding to student posts, encouraging active participation of others, and creating a safe and inclusive online environment for idea sharing.

2.44 Weekly communication via news items and/or intelligent agents is critical in keeping student engaged and organised. These communications can include reminders about due dates, summaries of key points covered in the module, highlighting upcoming topics or activities, and sharing links about subject relevant news stories.

2.45 Module Leads should use the available analytical tools to monitor student engagement with their online modules and take appropriate intervening action, where needed.