Programme Attendance Methods & Modes of Module Delivery
“We are entering a pedagogic future where it is likely to be much more common for on-campus courses to feature substantive remote elements, and where the synchronous elements of a programme may be split between in person and online learning. ... In a sense, this is the uncharted territory that was predicted for learning back when web2.0 was a thing.”
(Webster, June 2022) Hybrid learning and teaching: the role of Quality Assurance in ensuring accessible and equitable provision
Programme Attendance Methods refer to what prospective students can expect in terms of their attendance, physical and virtual, over the duration of their entire programme. Three terms are being used across the TU Dublin website and on printed material to define programme attendance methods. Expand this section below for more information.
Modes of Module Delivery refer to the specific pedagogical approaches taken at module level to provide our students with a quality flexible digitally-enabled learning, teaching and assessment experience. Expand this section below for a definition of each mode of module delivery and links to resources and guides for staff.
Blended & Online Learning Checklists - in 2023, QQI updated and published statutory quality assurance guidelines for all providers of blended and fully online learning programmes of education and training, which aim to support providers in assuring quality, establishing internal QA procedures, and undertaking quality review and continuous improvements. From these guidelines, TU Dublin has produced four checklists intended for use by different groupings of staff, as appropriate. Expand this section to access these checklists.
Programme Attendance Methods refer to what prospective students can expect in terms of their attendance, physical and virtual, over the duration of their entire programme. The three terms below, 'On-campus', 'Online', and 'Mixed' are the only terms that should be used to define attendance at programme level on the TU Dublin website and printed material.
Programme Attendance Methods are not to be confused with Modes of Module Delivery, which are module specific and refer to the pedagogical approaches taken on those modules.
Accessible version: TU Dublin Programme Attendance Methods
The University Education Model is grounded in student-centred experiences where learner choice is a fundamental tenet. Flexible and agile learning and teaching is a central enabler, with ‘Digital’ a core and integrated practical component. In step with this, and following approval by TU Dublin’s Academic Council, the design, development, validation, and offering of modules, as the constitute parts of programmes, under the four modalities outlined below will be supported as the University realises its strategic intent through the University Education Model.
These proposed modalities are underpinned by the understanding that TU Dublin seeks to provide its students with digitally enhanced learning experiences that will produce the most sought-after digitally-literate graduates (Strategic Intent 2030, PE1 01). Given that the best way to encourage students to develop their digital capabilities is “through ongoing contextualized digital literacy development activities, not as a separate topic or course, but integrated into discipline learning” (Coldwell-Neilson, Times Higher Education 2021), all modules offered at our university going forward will be technology-enabled by design.
General assumptions regarding delivery through multiple modalities:
- Validation of modules to be delivered through multiple modalities will allow for flexibility, over time, in the offering to students.
- Validation of modules to be delivered through multiple modalities does not commit to provision in multiple modes, rather, the school, in consultation with its staff, will determine the mode of delivery for each given instance.
- Once the preferred mode of delivery of a given module has been determined, clear communication on this mode of delivery must be provided to all students in advance of the start of the module.
- It is important to adhere continuously to the agreed and advertised mode of delivery throughout the duration of the module and that ad hoc changes to the mode of delivery mid-module are avoided (notwithstanding the need for flexibility to adapt to unforeseen circumstance such as another lockdown).
- Existing academic freedoms regarding teaching, learning and assessment strategies that are employed in any module are maintained and will not, in any way, be impacted by the proposed modality categorisations.
Click on each modality below to read the approved TU Dublin definition and to access relevant checklists and guides to inform module design and delivery. (Internal access only)
In 2023, QQI updated and published statutory quality assurance guidelines for all providers of blended and fully online learning programmes of education and training, which aim to support providers in assuring quality, establishing internal QA procedures, and undertaking quality review and continuous improvements. From these guidelines, TU Dublin has produced four checklists intended for use by different groupings of staff, as appropriate.
- University Context Checklist for Blended and Fully Online Learning Programmes - focusses on matters that need consideration within the context of the organisation as a whole
- Faculty/School Context Checklist for Blended and Fully Online Learning Programmes - focusses on matters such as the administrative, technical, staffing and resource requirements of blended and fully online programmes
- Programme Context Checklist for Blended and Fully Online Learning Programmes - focusses on the key issues and principles of good practice in provider responsibility for assuring quality in the design, development, delivery and evaluation of programmes and modules that incorporate blended/fully online learning, including teaching, learning & assessment strategies, curriculum design, and the quality of learning resources
- Learner Experience Context Checklist for Blended and Fully Online Learning Programmes - focusses on key issues and principles in provider responsibility for supporting, informing, orienting, and protecting learners in remote and blended and fully online learning contexts, as groups/cohorts and as individuals