📋 Document Information

Version: 1.0

Status: Approved

Effective: 2025-05-01

Next Review: 2026-05-01

Owner: Leadership Team

Approver: Academic Board

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For blended and online learning

Document Control

This document references policies and procedures that are available via secure storage; access links are provided below where applicable.

Document Version	1.0
Responsibility	Leadership Team
Review Cycle	Yearly
Next Review	May 2026
Policy Access	[Include link to folder here]
Procedure Access	[Include link to folder here]

Record of Revisions

Version	Date	Description	Approved by
1.0	May 2025	Initial version of QA

Introduction

The Open College is one of Ireland’s leading private providers of flexible online education. Established in 2004 to meet growing training needs across a range of sectors, the college has since evolved into a dedicated online institution, offering high-quality QQI-accredited programmes across the Further and Higher Education landscape.

We are fully committed to excellence in online teaching and learning. Our quality assurance (QA) system reflects this commitment - supporting consistency, transparency, and continuous improvement across all aspects of our provision. Our QA approach is systematic, inclusive, and aligned with our Strategic Plan (2024–2026), ensuring that our programmes remain relevant, accessible, and learner-centred.

We remain informed by national and international standards of good practice, which guide our ongoing enhancement efforts. This includes a strong focus on learner-centred education and the effective use of digital technologies to support meaningful learning experiences.

This Quality Assurance Framework has been developed in accordance with QQI’s Core Statutory Quality Assurance Guidelines, the Sector-Specific Guidelines for Independent/Private Providers, and the Topic-Specific Guidelines for Providers of Blended and Fully Online Programmes (October 2023). Our QA structure reflects both our ongoing commitment to high standards in blended learning and, pending approval, the specific needs of fully online programme delivery.

The development, implementation, and review of this QA system involve participation from staff, learners, external stakeholders, and peer reviewers. It is a living system, continually updated to reflect changes in national policy, educational technology, and the expectations of our learners.

Purpose

This manual sets out The Open College’s approach to quality assurance, aligned with QQI’s Statutory QA documents – Core QA Guidelines and Statutory Quality Assurance Guidelines For Providers of Blended and Fully Online Programmes . It reflects our commitment to responsiveness, integrity, and high educational standards in both a blended and, pending expansion of our scope of provision, a fully online context. The document provides a framework for the planning, delivery, evaluation and enhancement of our programmes and supports across the learner lifecycle.

Scope

• Applies to: All QQI-accredited programmes delivered by The Open College.

• Covers: Governance, programme design, learner supports, and QA procedures.

• Excludes: Internal operational protocols unrelated to programme quality (e.g. HR policies, finance).

QA Statement

Quality at The Open College is a shared responsibility, embedded across all departments and upheld by staff, learners, and stakeholders. The Leadership Team holds primary responsibility for overseeing quality assurance processes, but all staff contribute to maintaining and enhancing standards. Our approach to QA is continuous, collaborative, and focused on supporting meaningful learning, responsible innovation, and institutional accountability.

I Organisational Context

1. Strategic Vision and Management for Blended & Online Provision

The Open College’s approach to online learning is grounded in a strategic commitment to learner-centred, flexible, and high-quality digital education. This is articulated in the Strategic Plan 2024–2026, which outlines the college’s intention to expand its fully online provision in response to learner needs, sector trends, and technological opportunities. The plan commits to embedding learning within the fabric of programme design, teaching practice, quality assurance, and student support. Provision-specific strategies that embed this vision and these values are articulated in separate Online & Blended Learning Strategy documents.

To translate these strategies into action, the College has established governance arrangements that maintain a clear boundary between academic and commercial decision-making. This structure ensures that programme design, delivery, and assessment remain academically led and free from financial or operational influence. All governance bodies operate in accordance with three guiding principles: transparency, integrity, and responsiveness. The governance structure includes the following:

Strategic and Operational Management

• Board of Management: Responsible for strategic oversight, business continuity, financial planning, and implementation of the college’s strategic goals.

• President and Chief Executive Officer: Provide leadership and accountability for institutional performance and direction.

• Operations Manager: Oversees operational processes across departments to ensure strategic alignment and efficiency.

Academic Oversight and Development

• Academic Board: The primary academic governance body responsible for academic integrity, programme validation, and quality standards.

• Programme Development Teams: Led by the Head of Programme Development and Validations, this team ensures that new and existing programmes reflect the college’s online learning strategy and quality expectations.

Digital Learning Infrastructure

• Education Technologist: Leads digital learning design, accessibility, and innovation in online delivery.

• IT Manager and Software Engineer: Provide support for the college’s IT platforms and associated systems.

Teaching, Learning and Student Support

• Programme Leaders

• Tutors

• Practice Placement Coordinator

• Assessment Coordinator

• Academic Liaison Officer

• Student Services and General Support Teams

Committees with Academic Functions

• Academic Board

• Examination Committee

• Academic Policy and QA Committee

• Academic Conduct Committee

These roles and structures support explicit alignment between strategy, quality assurance, and implementation. Strategic objectives are operationalised through detailed action plans and reviewed annually.

2. Policies, Regulations and Administrative Processes

The Open College has developed a quality assurance and administrative framework that supports the planned delivery of both blended and (pending approval) fully online QQI-accredited programmes. Policies and processes are designed to reflect the needs of remote, part-time learners and are guided by QQI’s statutory and blended/online-specific quality guidelines. Please refer to the document control section on page 2 for links to all policies and procedures in effect at the Open College.

QA Policies and Oversight

The college maintains a comprehensive suite of policies within our quality assurance framework that governs all aspects of programme design, delivery, assessment, and review. These policies are currently undergoing review and refinement to ensure they explicitly support fully online provision and reflect the evolving expectations outlined in the 2023 QQI Statutory QA Guidelines for Blended and Fully Online Programmes.

Oversight of QA policy development and implementation sits with the Leadership Team. The Academic Board is responsible for approving new or revised academic policies.

All QA documentation, including policies, procedures, handbooks, and role descriptions, is maintained in a centralised, version-controlled repository accessible to relevant staff. Policy updates are communicated through internal staff communications and monitored as part of ongoing programme and institutional review cycles.

Virtual Learning Environment (VLE) Standards and Accessibility

Moodle is the college’s primary Virtual Learning Environment (VLE) for fully online delivery. All programmes follow a standardised template designed to provide consistency in weekly structure, assessment layout, communication practices, and learning materials. This supports student navigation and ensures a coherent learning experience across modules and programmes. Further standards are detailed in the VLE standards policy.

The Moodle course template was developed collaboratively by the Education Technologist in consultation with academic staff, drawing on principles of Universal Design for Learning (UDL) and best practice in online pedagogy. Its structure reflects feedback from learners and tutors and is regularly refined through course evaluations and quality review cycles to ensure it remains aligned with learner needs and expectations for fully online learning.

Baseline expectations for digital accessibility are built into the course design process. Prior to launch, the Education Technologist reviews each course to ensure it meets required standards for usability and accessibility. This includes consistent application of inclusive design practices such as captioned media, accessible file formats, and screen-reader compatibility.

Further detail on accessibility, including alignment with the European Accessibility Act (2025) and WCAG 2.1, is outlined in the college’s Digital Learning Accessibility Policy.

Programme Design and Teaching Modes

Programme documents outline the mode of delivery and general approach to learner engagement. While synchronous and asynchronous elements may not always be explicitly labelled, programme design assumes varying levels of learner availability and interaction. Flexibility is embedded in the college’s teaching philosophy and is reflected in timetables, assessment windows, and module structures. Programme design and validation are informed through the Programme Validation Policy and Blended or Online Learning Frameworks.

Staff time and workload allocation are carefully managed at programme level. Although the college does not operate a rigid workload model, resource allocation is documented across both the programme preparation and delivery phases. The leadership team monitors demand on academic staff to ensure capacity is aligned with learner numbers, content development needs, and engagement expectations. This flexible but intentional approach enables balanced workloads and supports staff wellbeing, particularly in the context of online provision.

Admissions and Onboarding

Learners apply, register, and pay fees through an online process managed by the operations team. While most elements are digital, certain manual steps remain in place to ensure the accuracy of learner data and to facilitate necessary checks at enrolment. Communications throughout the onboarding process are primarily issued via email, supported by Moodle notifications and access to programme-specific orientation content.

Each learner is issued a Welcome Pack during the onboarding phase. This includes a digital copy of the Student Handbook, which outlines college policies, learner rights and responsibilities, key contacts, and guidance on how to succeed in a fully online learning environment. The pack also provides information on assessment expectations, including timelines, marking criteria, academic integrity requirements, and feedback processes.

Prior to enrolment, learners can access programme information via the college’s website, including entry requirements, learning outcomes, and summary assessment formats. Once enrolled, detailed assessment briefs and instructions are available on Moodle for each module, ensuring clarity on expectations and grading standards from the outset. The Education Technologist works closely with academic staff to ensure these materials are consistent, accessible, and learner-friendly.

This structured onboarding process is designed to foster a smooth transition into online learning, build learner confidence, and ensure transparency from the outset.

Legal and Regulatory Compliance

The college maintains a set of policies to ensure compliance with legal and sectoral requirements. These include:

• Data protection and GDPR

• Child protection

• Equality, diversity and inclusion

• Recording and use of media

Policies are reviewed regularly by the Operations Manager and updated as needed.

Assessment and Academic Integrity

The college Assessment Strategy and Quality Assurance document outlines the college’s approach to quality assuring assessment in conjunction with QQI’s Assessment and Standards.

All learner assessment is submitted via Moodle, with automated confirmation of receipt. Marking and feedback timelines vary by programme and are clearly communicated to staff and learners.

Academic integrity is supported through a formal policy addressing referencing, plagiarism, contract cheating, and the use of AI-generated content. Tutors and learners receive guidance through orientation materials and assessment briefings. Alongside this guidance, Turnitin is used as a similarity checker on all assignments uploaded to Moodle. Staff are given guidance on interpreting these reports and applying the colleges academic integrity policies.

The college does not use proctoring platforms. Instead, assessments are designed to support academic integrity through clear expectations, scaffolded tasks, and tutor familiarity with learners' work. Learner identity is verified at application and onboarding stages, and access to Moodle is restricted to authenticated users.

Learner Support and Administrative Services

A centralised Student Services team provides responsive support across administrative, technical, and academic-related queries. Dedicated team members are assigned to key areas such as enrolment, assessment coordination, results processing, certification and academic liaison, ensuring that learners can access timely, accurate information throughout their journey.

Queries are received through structured channels - primarily email, phone and live chat - monitored via internal service level expectations. All learner-facing roles are expected to respond within two working days. More urgent technical issues are escalated directly to the Education Technologist or Moodle hosting provider.

Support is provided proactively and reactively, with clear guidance materials, video tutorials, and templated responses available for common queries. Communication protocols are outlined during orientation and reinforced through Moodle notifications and tutor messaging.

Administrative support is aligned with the college’s overall learner engagement strategy, which prioritises accessibility, empathy, and timely interventions for at-risk learners.

Learner Feedback and QA Monitoring

Learner surveys are distributed across all programmes to evaluate the online learning experience. Responses are reviewed by the Education Technologist and inform both programme-level improvements and institutional QA reviews. Key issues are escalated to leadership for timely response. The college’s Learner Feedback and Course Evaluation Policy outlines further aspects of this.

Programme engagement data - including Moodle activity, class attendance, and assessment outcomes - is reviewed periodically to inform strategic planning and continuous improvement.

3. Finances, Infrastructure and Resources

Strategic Investment and Financial Planning

The Open College allocates dedicated funding to support its digital infrastructure, platforms, and academic delivery systems. Financial planning for fully online programmes is integrated into institutional budgeting processes and includes both ongoing operational costs and forward planning for new initiatives.

Programme costing is managed using breakeven models alongside detailed line-item budgets. These account for platform licensing, content development, technical support, staff CPD, and learner communications. Financial planning is led by the CEO in collaboration with the Leadership Team to ensure resources are aligned with programme, staffing and learner needs.

Procurement and Service Agreements

While not governed by a formal procurement policy, the college follows an internal process of securing competitive quotes for significant digital services and systems. Decisions are made based on quality, reliability, long-term support, and value for money.

Key digital infrastructure - including the VLE (Moodle) - is hosted and maintained under a service-level agreement (SLA) with Enovation. This agreement includes uptime guarantees, regular updates, and secure data backup.

Learner Information Systems

The college uses a bespoke learner database to manage learner records, assessment outcomes, and progression data. Although not a commercial Student Information System (SIS), this internally developed platform is structured to support institutional flexibility. Access is restricted to authorised staff, and data is stored in line with GDPR and institutional privacy policies.

Learning Management System and Digital Tools

Moodle serves as the core Learning Management System, with structured templates used to ensure consistency across programmes. BigBlueButton is integrated for synchronous class delivery, and asynchronous content is supported through ScreenPal (sreencasting) and ScribeHow (interactive guides). These tools together form the wider Virtual Learning Environment (VLE). Digital Tools, their management and use are governed by the Policy and Procedure for Digital Learning Tool Management

The Education Technologist is responsible for ensuring that all learning tools are fit for purpose, interoperable, and reviewed regularly. Pilots are conducted before adoption of new platforms, and internal guidance is created to support staff and learners.

Learning Resources and Accessibility

The college does not currently subscribe to an external digital library. However, all required readings and learning materials are made available directly through Moodle. Programme design avoids dependency on inaccessible materials, and course content is curated with accessibility and licensing in mind.

Accessibility features such as captioned video, screen-reader-compatible files, and alternative formats are embedded in content production. The Education Technologist reviews courses prior to launch to ensure alignment with accessibility standards using the accessibility checklist available as an appendix to the Digital Learning and Accessibility Policy.

Assessment and Data Management

All learner assessments are submitted securely through Moodle using its integrated upload tools. Upon submission, learners receive an automated confirmation of receipt, and assignments are routed directly to relevant tutors for marking via the platform.

Assessment timelines and grading expectations are communicated clearly in advance through module-specific briefs, and feedback is returned within the timeframes outlined in the college’s Assessment Strategy and QA. All assessment data, including submissions, grades, and feedback, is stored securely and remains accessible to both learners and staff throughout their programme.

Enovation, the college’s Moodle hosting provider, performs automated daily backups of the platform. These backups are retained for a minimum of 30 days and can be restored in full or in part in the event of data loss or technical disruption.

Contingency and Continuity

The Open College maintains a clear strategy to ensure continuity of service and learning in the event of unexpected disruptions to the core online learning platform. This includes internal contingency protocols, communication procedures, and a formal Service Level Agreement (SLA) with Enovation, the provider of Moodle hosting and infrastructure support.

Key Provisions:

• Uptime and Availability: Enovation provides a dedicated virtual machine with a 99.7% uptime guarantee for Moodle, excluding scheduled maintenance windows. Extended maintenance is agreed in advance to minimise disruption to learners.

• Disaster Recovery: Enovation operates a nightly encrypted backup service with a seven-day retention window. This supports a Recovery Time Objective (RTO) of 24 hours and a Recovery Point Objective (RPO) of 24 hours, allowing for rapid service restoration with minimal data loss in the event of a major incident.

• Incident Response Times: Outage-level incidents receive a two-hour response and a four-hour fix or workaround commitment. These service levels are logged and tracked, with service credits applied if thresholds are not met.

• Internal Contingency Measures: In the event of Moodle platform failure, internal protocols include:

  • Microsoft Teams used as a temporary platform for live delivery.

  • Email used for assessment distribution, learner updates, and communications.

  • Education Technologist and Operations Manager coordinate to ensure contingency resources are activated without delay.

• Monitoring: Enovation performs real-time availability checks from multiple global locations and system health diagnostics across CPU, storage, and critical services. This supports proactive detection of issues before they impact learners.

These continuity mechanisms are reviewed annually, or sooner if needed, as part of the programme review cycle or in response to any major service incident.

Data Security, Licensing and Compliance

All systems handling learner data, including Moodle, Microsoft 365, and the internal learner database, are hosted within the EU and managed under GDPR-compliant agreements. Platforms used for content creation that do not process learner data (e.g. ScreenPal and ScribeHow) are selected for their usability and are not subject to the same data protection requirements.

While licensing and jurisdictional reviews are not formalised, the college monitors all third-party tools to ensure continued alignment with EU data regulations and sectoral expectations.

Monitoring and Analytics
Moodle’s built-in analytics, along with BigBlueButton participation data, are actively used to monitor patterns of learner engagement, flag at-risk learners, and inform timely tutor intervention. These data points support broader quality assurance efforts by feeding into periodic programme reviews, learner support strategies, and curriculum enhancements. Findings are reviewed by the Education Technologist and Programme Leaders and may inform action planning at module and programme levels.

Environmental Sustainability
The college recognises the environmental impact of digital operations and is committed to sustainable practices in the delivery of online learning. Core systems such as Moodle and Microsoft 365 are cloud-hosted with data centres that comply with energy-efficient standards. The college adopts paperless workflows for enrolment, assessment, and communications, and promotes responsible digital habits across staff and learners.

4. Staff Training, Professional Development and Institutional Support

Recruitment and Induction

The Open College places strong emphasis on both subject-matter expertise and digital teaching competence when recruiting academic staff. Prior experience in online or technology-enhanced education is a key selection criterion, reflecting the college’s strategic focus on quality online delivery.

All new staff undertake a structured induction process that introduces them to the college’s organisational structure, policies and procedures, key personnel, and systems. This includes training on GDPR, health and safety, and relevant programme-specific protocols.

Academic staff also complete two bespoke in-house training courses - Teaching and Learning Online and Technology-Enhanced Learning - designed to establish a consistent baseline in digital pedagogy and online assessment. These are supported by a comprehensive tutor handbook and a library of internal guides and screencasts covering core platforms such as Moodle and BigBlueButton. The college has firmly committed to expanding the scope of this training in 2025, detailed in the Staff Training Development Plan - AI & Accessibility.

Role-specific training is delivered by the Operations Manager during the first week of employment in line with the Staff Training and Development Policy, and where appropriate, staff receive mentoring during their initial probationary period. Attendance at all induction activities is recorded in the staff member’s HR file.

CPD and In-House Expertise

Professional development is supported through a combination of structured and ad hoc training. The Education Technologist offers one-to-one and small group support, both during induction and throughout the academic year. Additional training is provided as needed, particularly in areas such as Moodle usage, assessment design, programme development, and accessibility.

Support staff, including those in learner services and operations, also engage in CPD opportunities relevant to their roles, such as communications or administrative systems training. While there is no separate learning design unit, all digital pedagogy and platform development is done in-house.

Records of participation in induction and formal training are maintained by the operations team, and tutors are encouraged to maintain their own CPD logs. While formal recognition varies by contract type, engagement in CPD is a core part of the college’s professional culture and is discussed during periodic staff reviews.

Specialist Topics and Contemporary Issues

The college ensures that training includes contemporary and evolving topics relevant to online provision. These include accessibility, the use of AI in assessment and teaching, and academic integrity.

Cybersecurity awareness is addressed during induction, in line with the college’s Cyber Security Policy.

Collaboration, Mentoring and Support

Tutors are supported informally by the Education Technologist and by more experienced colleagues. New and existing staff are encouraged to work collaboratively, particularly during programme development and review processes. Programme teams are established for new or revised offerings, bringing together tutors, QA leads, and the Education Technologist to ensure alignment between pedagogy, assessment, and delivery.

Communities of Practice and Sharing Good Practice

Tutor forums are held monthly to encourage peer dialogue, support, and the sharing of effective digital teaching strategies. These informal communities of practice provide a space for tutors to discuss challenges, exchange resources, and reflect on emerging tools and pedagogical approaches suited to online delivery.

Examples of good practice are identified through internal quality reviews, learner feedback, and engagement analytics. These are then shared with relevant programme teams via team meetings, briefing notes, or integrated into CPD sessions to support continuous improvement across the college’s online provision.

External Engagement and Innovation

The college actively supports staff to engage with external professional communities. The Education Technologist is a member of the Irish Learning Technology Association (ILTA) and regularly engages with relevant conferences and sector events. Some academic staff have also contributed to research or innovation projects as part of their postgraduate studies, including master’s and PhD-level work related to online teaching and curriculum development.

5. Third-Party Delivery

The Open College does not currently engage in any third-party delivery arrangements for QQI-accredited programmes and has no plans to do so.

All QQI-accredited provision is developed and delivered in-house by The Open College, with full academic, administrative, and quality assurance responsibilities retained internally. Any external partnerships or collaborations currently in place (e.g. for non-accredited or externally validated programmes) are managed separately and do not intersect with QQI-accredited offerings.

Learners are informed clearly and consistently throughout the programme lifecycle that The Open College is the sole provider and that QQI is the awarding body for accredited provision. This is reflected in learner handbooks, programme documentation, and onboarding materials.

Should a future need for third-party delivery arise, the college would establish clear contractual agreements, maintain oversight of quality assurance processes, and ensure full compliance with QQI Core and Programme-Specific Statutory QA Guidelines.

6. Learners Outside of Ireland

The Open College does not currently accept learners based outside of Ireland onto QQI-accredited programmes. All QQI provision is delivered to learners residing within the Irish State.

At present, the college does not target or market QQI-accredited programmes internationally and has not developed due diligence or risk management arrangements for international enrolment. While applications may occasionally be received from learners based outside Ireland, these are reviewed on a case-by-case basis to ensure alignment with current delivery capacity and regulatory obligations. In practice, learners are typically resident in Ireland at the point of enrolment.

The college recognises that international provision involves additional legal, regulatory, pedagogical, and infrastructural risks. Should international enrolment be considered in future, internal business case processes and programme development procedures would be expanded to include:

• Country-specific due diligence and legal review

• Consideration of time zones, access limitations, and learner support

• Assessment of server and licensing jurisdictions

• Alignment with relevant recognition, accreditation, and consumer protection frameworks

Any change in international recruitment or delivery strategy would be subject to Academic Board review and alignment with QQI requirements and the Code of Practice for Provision of Programmes to International Learners.

II Programme Context

7. Programme Outcomes

The Open College is committed to designing programmes that are fully deliverable through blended and (pending approval) online modes, in line with its strategic focus on flexibility, accessibility, and learner-centred education. While fully online delivery has not previously been formally validated under QQI arrangements, over the last number of years the college has developed the necessary expertise, systems, and design frameworks to ensure that programme outcomes can be achieved through this mode in addition to our existing blended provision. All programme development processes are guided by this intent, with quality assurance mechanisms in place to support effective design, delivery, and review. The Programme Validation Framework and accompanying documents serve to guide the process.

Programme Duration and Credit

All programmes are designed in line with QQI award specifications, including duration, credit allocation, and alignment to NFQ levels. Programmes are developed with reference to part-time learner needs and are sequenced to promote steady progression and manageable workloads.

Achievability of Learning Outcomes

Programme development teams work to ensure that all intended learning outcomes - at both the programme and module levels - are fully achievable through blended or online delivery. This principle informs the design of learning activities, assessments, and supports.

Learner-Centred Design and Pedagogical Practice

The design of all programmes at The Open College are grounded in the principles of learner-centredness. These principles are articulated in the college’s Strategic Plan (2024–2026) and operationalised through internal design guidance developed by the Education Technologist. They inform decisions around the use of digital tools, modes of interaction, assessment strategies, and overall course structure, ensuring that learners encounter inclusive, engaging, and achievable learning experiences.

Programmes approved prior to the 2024 Strategic Plan - including earlier iterations of blended delivery - are now being reviewed and revised to reflect this more defined pedagogical approach. These revisions are integrated into regular programme review cycles to ensure consistency across the full portfolio.

Pilot phases are typically used when there is a fundamental change in delivery method, platform, or pedagogical approach - such as a shift from in-person or blended learning to fully online delivery. These targeted pilots allow the programme team and Education Technologist to evaluate how new approaches affect learner engagement, navigation, and the achievement of intended learning outcomes. Pilot activities include testing live session formats, assessing asynchronous content delivery, and gathering feedback from both tutors and early learners. Where a full pilot is not required, smaller-scale testing and quality assurance checks are used to maintain pedagogical consistency.

This approach ensures that innovation is informed by evidence and aligned with the college’s commitment to high-quality, learner-centred online education.

Collaborative Programme Development

Programme development teams are typically composed of academic subject matter experts, the Education Technologist, and staff involved in programme validations. Collaborative development is encouraged to ensure that pedagogical vision, technical feasibility, and platform design are fully aligned. Despite a compact structure, the college ensures that each programme benefits from multi-perspective input during development. The Operations Manager is kept informed of programme development to ensure operational alignment, particularly with regard to resourcing.

Resource Planning and Course Build

Programme planning at The Open College follows a structured development lifecycle that ensures sufficient time, staff capacity, and quality assurance are built into each phase of design. This lifecycle is divided into four clearly defined stages, which are applied to all new programme developments and major revisions:

1. Programme Concept and Approval

• Needs Identification: Programme ideas are supported by labour market intelligence, learner and stakeholder consultation, competitor analysis, and internal review of provision.

• Feasibility: Data is analysed to establish demand, resource requirements, and alignment with strategic goals. Proposals are presented to the Academic Board for approval.

• Key Outputs: Approved proposal; rationale; resource considerations (staffing, budget, supports, IT requirements).

2. Programme Planning and Development

• Team Formation: A Programme Development Team (PDT) is formed with subject experts, Education Technologist, validation staff, and QA support. CPD needs are identified at this stage.

• Curriculum Design: Programme aims, learning outcomes, curriculum model, teaching/assessment strategies, and module descriptors are developed.

• Validation Readiness: Draft modules and programme mapping are peer reviewed internally and may involve external consultants. A validation submission is prepared and presented to QQI.

3. Design of the eLearning Platform

• Course Build: Lesson plans, assessments, and digital learning resources are finalised. Moodle course pages are created using standard templates aligned with UDL and accessibility guidance.

• QA and Accessibility Review: All courses are reviewed by the Education Technologist prior to delivery to ensure WCAG 2.1 accessibility compliance, consistent learner experience, and platform readiness.

4. Implementation and Delivery

• Delivery Readiness: Tutors are onboarded, briefed on course requirements, and supported with screencasts and internal guides.

• Monitoring: Engagement and assessment data is tracked post-launch. Early indicators inform programme evaluation, and any adjustments required.

Programme Development Timeline

Programme development and validation typically proceed across four distinct phases:

Phase	Activities	Typical Duration
Phase 1: Validation Submission	Draft development, internal peer review, screening, revisions	3–5 weeks
Phase 2: Validation Panel	Proposal and confirmation, validation event	4–5 weeks
Phase 3: Post-Panel Conditions & Recommendations	Draft report response, final revisions, approval	7–9 weeks
Phase 4: Validation Approval & Cert Issuance	PAEC submission, formal validation approval, certification	6–8 weeks

Example: The Sports Leadership programme followed a 23-week development and validation cycle, while Child Psychology is tracking at 19+ weeks (pending final cert issue).

As stated earlier, a further overview of the programme development and validation process is available as part of the Programme Validation Framework**

Templates and QA Guidance

The college uses approved Moodle templates for course design, developed and maintained by the Education Technologist. These templates ensure consistency in layout, accessibility features, and learner navigation across all programmes. Programme teams are supported with guidance on QA expectations, design standards, and available tools. All templates, policies, and procedures related to online delivery are maintained centrally and are made available to staff through internal QA systems.

8. Approval and Validation Processes

All QQI-accredited programmes at The Open College are developed and submitted for validation using QQI’s standardised templates and procedures. These submissions include all required programme-level information, including NFQ alignment, credit and duration, module structures, delivery modes, assessment strategy, and learner supports.

Programme Structure and Delivery Mode

Programmes submitted for validation clearly state the intended mode of delivery, with appropriate details on duration, credit load, and sequencing. While maximum class sizes are not fixed across all programmes, these are considered on a case-by-case basis and influenced by the level of interactivity expected in the virtual classroom environment.

Programme validation documents also outline the mix of synchronous and asynchronous activities that support learner engagement. These typically include a combination of live class sessions, interactive forums, and structured independent learning activities.

Stakeholder Engagement and Service Agreements

All new programmes are developed through a validation process that includes engagement with relevant stakeholders, including academic staff, tutors, employers (where applicable), and internal support services. External reviewers also contribute to the validation process.

The college’s digital learning infrastructure is supported through a service-level agreement (SLA) with Enovation, the Moodle host provider. This includes guarantees around system availability, data security, and contingency support to ensure business continuity.

Staff Capacity and CPD

Validation documentation outlines the qualifications, digital competence, and teaching experience expected of academic staff, which are reflected in recruitment criteria and job specifications. All staff assigned to blended or online programmes are required to complete a baseline internal training module in digital teaching and learning, with a focus on pedagogy, digital tools, accessibility, and assessment.

In addition to academic staff, student support personnel - including administrative, technical, and learner engagement staff - also receive relevant induction and ongoing training. This ensures consistent service quality across all learner touchpoints. Training is aligned with key policies and updated to reflect the evolving demands of online provision.

Professional development is supported through:

• Internal screencasts and tutorials

• A comprehensive tutor handbook

• CPD guidance and informal drop-in support

Cross-functional collaboration and continuous upskilling are core to the college’s approach, ensuring all staff can contribute effectively to a responsive, high-quality learner experience.

Platform and Pedagogical Readiness

All programmes are designed from the outset with the mode of delivery in mind – blended or online. Programme documents describe the core platforms and tools in use, including Moodle, BigBlueButton, Turnitin, and supporting applications such as ScribeHow for learner guidance. Pedagogical design is aligned with learner-centred principles, incorporating accessibility, Universal Design for Learning (UDL), and flexibility in engagement and assessment in line with appropriate policies.

Resources and Learner Access

The college provides a range of learning materials, combining in-house resources with curated external content. While there is currently no dedicated library service for QQI learners, learners benefit from access to embedded content and additional reading resources / lists through Moodle.

Interaction, Belonging and Learner Support

Programmes incorporate both synchronous and asynchronous methods to foster teacher–learner and peer interaction. Live classes, drop-in sessions, and structured discussion forums are standard practice. Academic staff also hold virtual office hours (Drop-In Sessions), which are promoted as informal touchpoints for support and engagement.

Previously, the college supported cohort-building through Microsoft Teams groups and student services-led ice-breaker initiatives. Some tutors also use tools like Kahoot to encourage peer-to-peer interaction. As part of ongoing quality enhancement, the college is reviewing more structured approaches to building a sense of belonging within fully online cohorts.

Data Protection and Academic Integrity

Validation documents address data protection and privacy considerations, with all systems (e.g. Moodle, communications, file storage) operating in line with GDPR and EU-hosting requirements. Learner data is processed and stored securely, and learner rights are safeguarded in accordance with consumer protection principles.

Academic integrity is supported by a multi-layered approach. Learners are provided with clear guidance on appropriate use of AI and external sources. Tutors reinforce these expectations throughout the programme. Turnitin is used as a standard tool to detect potential plagiarism, supported by tutor familiarity with learner writing style and the use of continuous, personalised assessment tasks.

Learner identity is verified at the point of enrolment. Further verification during the programme is not required due to the nature of assessments used, which are typically continuous, portfolio-based, or otherwise resistant to impersonation or third-party completion.

Communications, Digital Skills and Monitoring

Learners communicate with tutors primarily by email or through structured drop-in sessions and class-based queries. Administrative support is available via email, live chat and phone. The college also provides extensive, task-specific guides developed using ScribeHow to support learners in building digital confidence and platform fluency.

Learner engagement is monitored through Moodle analytics. Early warning indicators trigger interventions for at-risk learners, with staff following up directly to offer academic or pastoral support where appropriate.

9. Learning and Curriculum Design

Curriculum design at The Open College is underpinned by learner-centred principles and informed by a combination of national and institutional frameworks, including elements of Universal Design for Learning (UDL), active learning, and models adopted across the Irish higher education sector (e.g. Trinity College Dublin and DCU). Our model emphasises constructive alignment, ensuring that module learning outcomes, teaching activities (both synchronous and asynchronous), and assessment tasks are explicitly linked and mutually reinforcing. This approach, detailed within both our Blended & Online Learning Frameworks, aim to empower learners to achieve their educational goals effectively in a supportive digital environment.

Teaching Mode and Interaction Design

Programmes are developed with a balance of synchronous and asynchronous delivery. The proportion of each is determined collaboratively during the development process and influenced by programme type, learner needs, and tutor preferences. Typically, synchronous delivery takes place through BigBlueButton (BBB), while asynchronous learning is facilitated through Moodle activities and resources.

Tutors are supported in developing engaging live sessions using interactive tools such as BBB’s polling and breakout features, as well as licensed use of Kahoot. Asynchronous interactivity is enabled through Moodle-native tools including forums, quizzes, and H5P content - all of which are embedded in the course templates and supported by the Education Technologist.

Use of Digital Tools and Resources

All programmes make use of Moodle and BBB as core platforms. Other tools may be introduced at module level, provided they support learner engagement and align with the programme’s learning outcomes. A combination of in-house resources curated external materials, are used across programmes.

All digital content is developed in line with WCAG 2.1 accessibility standards and European Accessibility Act (EAA) requirements. Course templates are designed to pass accessibility checks (a detailed checklist is available as an appendix to the Digital Learning Accessibility Policy), and all screencasts or video content include subtitles or captions by default.

Curriculum Structure, Workload and Alignment

Programme development teams use QQI heuristics and internal guidance to estimate workload and ensure alignment between credit, contact hours, and learning outcomes. While this process is primarily design-based, learner and tutor feedback is used to fine-tune module delivery, sequence, and workload balance over time. Feedback loops are embedded in annual programme reviews and learner evaluations. This is detailed in the

The development process is collaborative, typically involving academic staff, the Education Technologist, and staff with programme validation experience.

Communicating Engagement Expectations

Engagement expectations are formally communicated to learners through a combination of written guidance within Moodle course pages, standardised assessment briefs, and tutor-led onboarding communications. Each programme is expected to outline minimum engagement protocols, including participation in live classes (where applicable), forum activity, assignment deadlines, and communication etiquette.

To ensure consistency, all programmes are required to include a visible section on engagement expectations within their Moodle template, and tutors are supported to reinforce these expectations during orientation and throughout delivery. The inclusion of learning contracts or similar commitment-based mechanisms is encouraged to support mutual clarity and accountability.

This approach forms part of the college’s broader QA strategy for learner engagement and retention and is monitored through programme reviews and learner feedback data.

10. Learning Materials and Resources

The Open College provides staff with access to a range of supported tools and guidance for the development of fit-for-purpose learning materials across all programmes. Materials are developed to complement direct teaching and enable greater flexibility, interactivity, and accessibility in the learner experience. The college recognises the evolving nature of media use in online education and continues to enhance both its infrastructure and guidance in this area.

Tools and Institutional Support

Learning materials are developed using a combination of core tools, including Moodle, H5P, PowerPoint, and ScreenPal. These allow for the creation of interactive activities, video-based instruction, structured content pages, and assessment-aligned learning supports. While the college does not operate a dedicated media production facility, staff are supported through the Education Technologist, who provides training, onboarding, and one-to-one guidance.

Licences for key tools such as ScreenPal and Kahoot are maintained centrally, and staff are encouraged to integrate these into their resource development where pedagogically appropriate.

Guidance and Accessibility

New and existing staff are introduced to the college’s suite of tools and standards through structured induction sessions led by the Education Technologist. Accessibility is a central part of this training. Course templates are designed to meet WCAG 2.1 and European Accessibility Act (EAA) requirements, and content is routinely reviewed for accessibility using built-in checkers. Any issues are addressed prior to rollout, and the Education Technologist takes overall responsibility for ensuring compliance.

A new CPD strand focusing on accessibility is being introduced and will become a core requirement for all teaching staff, with an expected completion timeline of Q4 2025 (detailed in the Staff Training Development Plan - AI & Accessibility).

Media Types and Pedagogical Purpose

The selection and development of digital learning materials are guided by the principle of substitution, ensuring that media are not simply appended to traditional teaching but serve a purposeful pedagogical function. The aim is to enhance, and where appropriate, replace elements of direct instruction in a way that supports learner autonomy, accessibility, and deeper engagement.

A variety of media types are used across programmes, with each selected based on its alignment to specific learning outcomes. These include:

• Video explainers, often created by academic staff, to introduce core concepts and provide scaffolding for complex topics.

• Interactive H5P activities to check understanding, reinforce learning, and encourage active recall.

• Narrated or annotated presentations that guide learners through structured content in a more engaging and accessible format.

• Discussion prompts to support asynchronous learner-learner interaction and critical reflection.

• Curated readings and OERs, selected to broaden understanding and expose learners to different perspectives.

Each media element is embedded within the course structure, supported by clear guidance on its purpose and use.

Open Educational Resources (OER)

The use of OERs is currently tutor-led, with no centralised strategy in place. The college has committed to exploring and piloting these resources in 2026 with the aim of developing clear guidelines and recommendations on their use. This is outlined in the OER Integration Plan.

Quality Assurance and Review

All core learning materials developed for QQI-accredited programmes undergo a quality assurance review prior to programme launch or module rollout, a process overseen by the Education Technologist in collaboration with Programme Leads, ensuring alignment with the Online & Blended Learning Frameworks and the Digital Learning and Accessibility Policy. This review verifies pedagogical suitability, accessibility, and technical functionality. Annual Programme Reviews, as detailed in the Programme Validation Framework, are systematically managed which assess the ongoing currency and effectiveness of learning materials.

11. Assessment and Feedback Practices

Assessment practices at The Open College are governed by the institutional Assessment Strategy and QA (2025). This policy establishes the framework for designing and implementing assessments that are aligned with module and programme learning outcomes and appropriate for both blended and fully online delivery.

The above policy details the College's approach, which includes the use of varied assessment methods prioritising applied learning and authentic tasks. Timed examinations are not used in QQI-accredited programmes. The policy further outlines approved assessment types (refer to Section 2), procedures for ensuring academic integrity, requirements for assessment submission, and the provision of feedback to learners. These elements are designed to ensure fairness, validity, and reliability in all assessment processes, consistent with QQI standards and the College’s commitment to a learner-centred learning environment.

Assessment Types and Design Principles

Each programme includes a balanced range of assessments. Assessment techniques (listed in section 2 of Assessment Strategy and QA) are chosen intentionally to prioritise authentic assessment where possible. Many modules incorporate structured reflection tasks, which are used to promote deeper learning and critical self-evaluation. Learners are also encouraged, where appropriate, to select from a range of formats (e.g. submitting a presentation or video in place of a written report), allowing for different expressions of learning in line with UDL-informed design principles.

All assessments are constructively aligned with programme learning outcomes and are subject to internal review during programme validation and periodic review processes.

Digital Tools and Submission

Assessments are submitted electronically through Moodle. Learners are provided with detailed briefs using a standardised template that includes the learning outcomes, marking criteria, submission procedures, and timelines. Turnaround times for feedback are clearly communicated within each programme. Feedback is returned digitally via Moodle, ensuring timely and consistent communication with learners.

Digital tools such as Turnitin are used to support academic integrity, and learners are given guidance on referencing, originality, and appropriate use of generative AI tools. In line with the college’s pedagogical philosophy, online proctoring is not used, as no timed or high-stakes exams are part of programme assessment.

Academic Integrity and Support

The college promotes academic integrity through tutor guidance, policy documentation, and the design of assessments that reduce opportunities for plagiarism or third-party completion. The use of continuous, personalised assessment formats supports tutors in recognising learner voice and progression. AI-related guidance is included in learner handbooks and reinforced by tutors during the academic year. Further policy on the college’s approach to academic integrity issues are detailed in the College’s Academic Integrity Policy.

Learners receive support through training guides (developed using ScribeHow), assessment-specific help sessions, and one-to-one tutor feedback. These resources are designed to increase learner confidence in navigating digital platforms and producing high-quality submissions.

Moderation and Quality Assurance

The Open College’s commitment to fair, valid, and reliable assessment is embedded within our Assessment Strategy and QA (2025), which governs all moderation and quality assurance practices for QQI-accredited programmes, including those delivered fully online. This policy mandates a structured approach, beginning with pre-assessment design reviews by Programme Leaders and academic staff to ensure alignment with learning outcomes and UDL principles. Standardisation activities are integral to fostering consistent marking approaches. Central to our quality assurance is the robust External Authentication (EA) process (Assessment Policy, Section 4; EA Script Review (Sampling) Policy (V3)), where independent, expert EAs review a comprehensive sample of marked work, scrutinising marking consistency and the application of standards. The EA’s findings, along with internal reviews, directly inform the Academic Board’s final approval of results and drive continuous improvement in our assessment strategies, ensuring integrity and consistency across all delivery modes.

Access, Clarity, and Equity

Learners are provided with the same level of assessment-related information and support as they would receive in an on-site context. All requirements are presented clearly via Moodle, and deadlines, marking rubrics, and academic policies are included in module documentation.

While cultural or time-zone-related adjustments are not commonly required given the current learner base, the college remains flexible around national holidays and is prepared to adapt if future cohorts include more international learners or additional religious and cultural needs.

12. Evaluation and Continuous Improvement

The Open College is committed to ensuring that all programmes undergo cyclical evaluation and continuous improvement, with a particular focus on enhancing the learner experience in fully online environments. Evaluation processes are embedded in validation documentation and aligned with broader QA procedures to ensure responsiveness to learner feedback, analytics, and sector developments in line with our Learner Feedback and Course Evaluation Policy.

Cyclical Review and Data-Informed Decision-Making

Each programme is subject to a defined review cycle as outlined during validation. Programme teams engage in scheduled review activities that incorporate data on learner engagement, completion rates, and feedback from learners, tutors, and other stakeholders.

Learning analytics, including Moodle activity logs, class attendance, and assessment submissions, are made available to programme teams and are interpreted with support from the Education Technologist. This data supports timely identification of learner disengagement and informs follow-up actions to support progression and retention.

Learner Feedback and Response

Formal learner feedback is collected through Microsoft Forms-based evaluations at module level. These are analysed centrally and reviewed as part of each programme’s evaluation process. Where feedback indicates a clear need for change, action is taken and recorded. Further aspects are detailed in the college’s Learner Feedback and Course Evaluation Policy.

Sharing Good Practice and Innovation

Programme teams are encouraged to share examples of good practice informally, and teaching staff regularly contribute to conversations on what works in an online environment.

Staff are encouraged to participate in pedagogical research, particularly where it intersects with postgraduate study. While not coordinated centrally, these projects contribute to the evolving knowledge base within the college.

Opportunities to pilot new tools or teaching strategies are available where appropriate, with oversight from the Education Technologist and governed by the Digital Learning Tool Management Policy. Participation in external professional networks such as ILTA, QQI webinars, and digital learning communities further supports the college’s ability to benchmark and adopt evolving good practice in online education.

III Learner Experience Context

13. Thinking About Study

The Open College is committed to ensuring that prospective learners are equipped with accurate, accessible, and timely information to make informed decisions about enrolling in a fully online learning programme. This is particularly important given the flexible, self-directed nature of online learning and the need for learners to assess their readiness, expectations, and circumstances before embarking on study.

Programme Information and Expectations

All prospective learners are provided with detailed programme information outlining the learning outcomes, NFQ award type and level, credit volume, module list, and assessment methods. This information is available both through the comprehensive college website and via email from the Admissions Department. Moodle course pages also use standardised templates which include this same information for transparency and consistency.

Where relevant, additional details such as the structure of synchronous and asynchronous engagement, expectations around participation, and average independent study hours are included. Programme-specific handbooks may supplement this where appropriate.

Technical Requirements

Learners are advised of the minimum technical requirements needed for full participation in their programme, including internet speed, device specifications, and required software. This information is published on the college’s website and reinforced in pre-enrolment communications. Learners can also avail of consulting the Education Technologist or administrative teams prior to enrolment for clarification.

Terms and Conditions

The college provides all prospective learners with written information on fees, refund policies, academic regulations, and key learner responsibilities (e.g. attendance, academic integrity, re-assessment). These details are made available on the college website and are referenced in the enrolment documentation provided to all applicants. In addition, the StudyHub platform is used as a centralised communication tool, offering up-to-date information on college policies, procedures, support personnel, and other key resources. Specific policies, such as Appeals, Late Submission, and Plagiarism, are publicly accessible and are clearly signposted during the application and induction stages.

Data Protection and Learner Access

The college adheres to GDPR-compliant practices in its use of educational technology. A dedicated Privacy Policy is available via our website, and platform-specific guidance (e.g. on recording in BigBlueButton) is provided where relevant. Learners are informed that Moodle logs and other analytics tools may be used to monitor engagement in line with learner support practices.

Access to Moodle and digital learning materials is managed manually by the college’s Admissions Department. Each learner is issued a unique institutional email address and login credentials that serve as their identifier across systems.

Orientation and Pre-Study Support

Prospective learners have the opportunity to attend online open days throughout the year. These provide a chance to ask questions, meet with staff, and explore the college’s approach to online learning. In addition, the Admissions team is available to advise applicants on programme suitability and expectations.

Following enrolment, learners engage in a structured orientation process. This varies by programme but typically includes:

• A dedicated orientation section or sub-module in Moodle

• Live online induction sessions with tutors and/or administrative staff

• Pre-recorded welcome videos and guided walkthroughs

These resources are designed to support learners in understanding the academic, technical, and pastoral aspects of online learning at The Open College.

14. Learning Support and Development

Learning support and development services at The Open College are designed to be accessible, flexible, and embedded throughout the learner journey. Reflecting a digital-first approach, supports are available online by default, with additional options for live interaction and one-to-one support when needed. This ensures that all learners, regardless of their study schedule or location, can access meaningful help aligned to their academic and personal development needs.

Availability and Access to Support

Learners are provided with clear, timely information about the supports available to them throughout their programme. This information is communicated through Moodle course pages, programme-specific handbooks, and orientation sessions. The Supports for Learners Policy details policy and supporting procedures in place to support learners. Supports are aligned with the learner's point in the study lifecycle and reviewed regularly to ensure relevance and responsiveness to evolving learner needs.

Supports and services available include:

• Academic Support

  • Tutor-developed walkthroughs and context-specific guides within Moodle.

  • Ongoing academic support from module tutors and programme leaders.

  • Additional learning and study skills supports, including help with academic writing and assessment preparation.

  • Placement support before, during, and after work placements where relevant.

• Digital and Technical Support

  • Access to Moodle, Turnitin, and Microsoft 365 Education (including Teams, Word, Excel, OneDrive, and PowerPoint).

  • Embedded Moodle help blocks featuring video tutorials, step-by-step scribe guides, and platform navigation walkthroughs.

  • IT support for technical issues.

• Orientation and Induction

  • Detailed induction packs issued on enrolment.

  • Live and recorded orientation sessions, including overviews of available supports.

  • Induction information embedded in Moodle course areas.

• Personal and Wellbeing Support

  • Access to pastoral care and career guidance services.

  • The Online Mental Health Corner, providing curated resources and supports for learner wellbeing, available on Moodle.

  • Peer-to-peer support via an online community forum.

• Administrative and Communication Support

  • Phone and email support from Student Services for administrative and general queries.

  • Highly trained administrative staff monitor learner progress and flag issues for early intervention.

  • Regular updates and communications through Moodle, email, and social media.

Developing Skills for Online Learning

All learners are supported in developing key academic and digital skills through:

• Onboarding tasks such as dummy assignment submissions to familiarise learners with Moodle and file formats

• Early activities and videos to build confidence in using the VLE, uploading assignments, and navigating core tools

• Continuous reinforcement of skills through course materials and optional learning resources

Academic integrity and ethical use of AI are introduced during induction and developed further in later assessment guidance. This includes clear expectations around citation, originality, and the acceptable use of generative tools.

Orientation and Drop-In Opportunities

Depending on the programme, learners may participate in:

• Live or recorded induction events

• Dedicated orientation modules or sub-modules in Moodle

• Support sessions focused on platforms such as Moodle, BigBlueButton, or Turnitin

In addition to these, tutors and the Education Technologist are available to offer informal guidance, and learners can request further help where needed.

Responsiveness and Intervention

The Open College uses learning analytics to monitor learner engagement and identify those who may be at risk of disengagement or academic difficulty. In such cases, Student Services or teaching staff reach out directly to offer tailored assistance.

Commitment to Equitable and Digital-First Access

All learners, including those on shorter awards, have access to the full range of available learning supports. While administrative support can also be accessed by phone, the default model is digital-first, ensuring resources are available asynchronously and without reliance on live or in-person contact.

The college is committed to evolving its support offering and is constantly exploring improvements to track usage patterns and enhance early intervention strategies over time.

15. Equality of Opportunity

The Open College is committed to ensuring that all learners, regardless of background or mode of study, have an equitable opportunity to succeed and feel included in their learning experience. The college’s Digital Learning Accessibility Policy seeks to ensure all learners have equal success opportunities. As such, inclusive practice and accessibility are embedded into day-to-day operations and supported by academic teams.

Accessibility and Inclusive Design

Accessibility is a core principle in programme design. The Education Technologist conducts accessibility checks (Procedure 10.3) as part of course sign-off, ensuring compliance with WCAG 2.1 standards, the use of captions for all video content, and screen-reader compatibility for written materials. These are embedded in the Moodle course templates and verified during course reviews.

Learners submit a Personal Learner Profile (PLP) at enrolment and have an opportunity to express any additional needs they may have. These are reviewed to determine what adjustments may be required. While all courses aim to meet a strong baseline of accessibility, additional needs highlighted here may result in tailored supports such as extended time for assessments or the provision of alternative formats, as governed by the Reasonable Accommodation Policy.

Guidance on enabling captions in browsers and other assistive technologies is available through additional help blocks and guides in Moodle. Respectful language and accessibility principles are reinforced through informal guidance and templates.

Digital Safety and Respect

The college ensures that learners have access to a Learner Code of Conduct Policy which governs online conduct, including expectations around respectful behaviour in forums, live classes, and all digital spaces. While learners are not explicitly asked to state pronouns, the tone of all communication is underpinned by an ethos of dignity and inclusion.

Tutors are expected to monitor class interactions and escalate any concerning incidents to senior staff. All incidents are handled sensitively and on a case-by-case basis. While there is no dedicated online moderator role, the culture encourages tutors to take responsibility for maintaining a respectful environment.

Communication and Engagement

Platform upgrades, outages, or other service interruptions are communicated in advance through both Moodle and email using agreed communications plans. Learners are made aware of live session expectations (e.g., camera use, participation) by their tutors.

Learner engagement is monitored using learning analytics and tutor input to ensure staff presence and interactivity are consistent with expectations.

Learner Voice

Learner representation exists in a limited form on select programmes but is not yet a college-wide practice. The college recognises this as an area for growth and has created an action plan to address this gap – Enhancing Learner Voice and Representation.

16. Learner Experience and Outcomes

The Open College is committed to fostering positive learner outcomes through continuous improvement, active monitoring, and engagement with both learners and stakeholders. While the college operates at a relatively small scale, deliberate efforts are made to understand the full learner journey, from orientation to graduate outcomes, and to ensure that data, feedback, and stakeholder perspectives are used meaningfully to enhance practice.

Supporting Belonging and Engagement

A sense of learner belonging is fostered primarily through structured orientation sessions and sustained tutor engagement. These include live online welcome events and ongoing messaging from tutors within Moodle and BigBlueButton (BBB).

Learner engagement and success are supported through a culture of active review. Retention, progression, and completion data are monitored and analysed during programme reviews and validation events, ensuring that key trends inform the design and delivery of future programmes.

Feedback and Continuous Improvement

All learners complete a module evaluation form at the end of each course in line with the Learner Feedback and Course Evaluation Policy, typically using Microsoft Forms. This data is reviewed by the leadership team and also forms a formal part of cyclical programme review processes. In addition to programme-level refinements, these evaluations highlight strengths and flag any areas requiring action.

Learner Voice and Complaint Handling

Learners are informed of the college’s Complaints Policy, available on StudyHub. Any concerns can also be raised via the regular communication channels (email, tutor contact, student support), with complaints typically escalated to the Operations Manager, who coordinates with necessary teams to resolve them promptly and fairly.

Graduate Outcomes and Stakeholder Feedback

The college maintains contact with graduates through its resourcing and recruitment function, which tracks employment outcomes and manages alumni engagement. This function also collects employer feedback to inform ongoing programme development and assess the relevance of graduate skills in real-world contexts.

Staff and tutors undertaking postgraduate study in education are encouraged to bring research proposals or exploratory projects to senior management. Where appropriate, these are supported as part of a growing internal culture of scholarship focused on digital pedagogy and online learning models.