Strongly
Disagree
Neutral
Agree
Strongly
1
Most staff recognise the value of blended modes of learning
2
We have developed policy and guidelines about data protection in relation to delivery online
3
Distance-learning materials are put through a peer review and a quality editing and production process
4
Staff are beginning to use our VLE for their on-site students
5
There is a formal evaluation process for all distance learning programmes.
6
Communication structures between the different administrative departments and distance learning programmes are well established.
7
Staff are comfortable with the idea of facilitating learning rather than lecturing
8
We have systems in place which facilitate the organisation of examinations in remote locations.
9
Off-site students are issued with specific guidelines explaining how to contact us for various services, such as pastoral care, financial advice, administrative issues.
10
Our quality assurance guidelines make specific mention of distance/blended learning.
11
Our quality process provides clear guidelines on how DL courses should be evaluated and how often they need to be reviewed and revised.
12
The institution has a collection of research on good practice in distance learning.
13
Preparing distance-learning materials is part of the timetabled activities of our staff.
14
We have all the resources we need for preparing materials for online and paper use.
15
We have time to work on distance/blended learning because it's part of the institution's strategy
16
Staff willingly take on the task of developing blended learning materials
17
Staff know exactly what to expect from the distance-learning validation process
18
Staff understand why there are slightly different quality procedures for distance and traditional learning modes
19
The institution has made a decision that for DL programmes, only those with Internet access will be allowed to enrol.
20
The IT department has set up robust systems to allow off-site students to use our computer systems
21
There is a programme of staff development in place to assist with the uptake of technology-based learning solutions.
22
The problems associated with copyright and intellectual property rights have been resolved
23
The systems of student support provide equivalent care for both on and off-site students
24
There are clear guidelines and policies about how staff will be compensated (either financially or in time) for the development of distance-learning materials.
25
It is easy to track distance learning students as a group through the current administrative systems.
26
There is support available from various departments, such as education development, media services, and the IT department.
27
Those departments doing distance/blended learning work are actively researching the way in which their learning experience works for students
28
Our potential students have enough access to computer technology to benefit from blended learning
29
The idea that different people may prepare materials from those who tutor it is one that staff feel comfortable with.
30
We are beginning to develop guidelines on the legal issues as a result of the experience of departments in doing this kind of work
31
Systems which track student progress and work submission for each module are in place and link with the main institution administrative systems.
32
We have a unit that provides assistance to all programme teams wanting to develop DL materials/programmes.
33
Our media, IT and academic development staff have an active programme of activities for staff getting involved in distance learning
34
Our administrative systems are flexible enough to cope with regular billing of students and tracking of payments.
35
We have designed, developed and produced our courses so that students can use the internet or not, as their needs dictate.
36
We have institutional guidelines on the minimum levels of support and tutorial assistance which distance/blended learning courses must have to meet quality standards.
37
Staff are enthusiastic about using new technologies in their teaching practice
38
We have guidelines on how to evaluate distance learning programmes
39
We receive regular feedback on all aspects of distance learning from students across the institution. This feedback not only informs revision of the courses, but also informs future developments across the institution.
40
Within the current legal environment, our guidelines are as clear as they can be made about copyright and intellectual property.
41
Faculty and departmental plans are required to address goals for distance/blended learning.
42
We are convinced of the effectiveness of distance learning as an alternative to classroom education
43
Tutoring on distance/blended learning courses is timetabled time, just the same as lectures or face-to-face tutorials.
44
The library has a system by which off-site students can order and be sent books.
45
We have at least one person in the institution whose remit is to promote distance and blended learning and disseminate good practice.
46
Students can matriculate by post or online, rather than coming to the campus
47
There are some paper-based distance-learning models in the institution which seem to work well, and access isn't a problem
48
Each programme's market research takes access into account and justifies its use of media
49
Our staff are as keen to use the new technologies as our students are.
50
We have clearly outlined validation procedures for distance/blended learning programmes.