Introduction
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The purpose of this summary is to:
- review the results of the 2020–2021 validation of programmes and training schemes that NZQA approved for offshore online delivery on a temporary basis
- outline the key findings
- provide examples of good practice and areas to strengthen when delivering education by distance online (including to learners offshore).
This summary is mainly for:
- tutors and assessors involved in facilitating online learning including for learners offshore
- programme developers and programme leaders
- academic and quality managers.
On this page
Why monitor online delivery to learners offshore
In early 2020, New Zealand closed its borders and went into lockdown due to the COVID-19 pandemic. This forced tertiary education organisations (TEOs) into a sudden shift from face-to-face to distance, online delivery. As a result, most international students have been unable to return to New Zealand to continue their studies.
As an emergency measure, NZQA granted a temporary programme change to a number of TEOs to enable online provision to international students who were offshore.
This provision, while necessary, also presents some risks. Maintaining high quality of delivery would uphold New Zealand’s reputation. However, online delivery to students who are offshore is an unfamiliar territory for many TEOs, and they had little time to plan and resource it.
Monitoring process
From October 2020 to March 2021, NZQA monitored and sought to validate the educational quality of temporary online delivery to learners offshore through a desk evaluation of documents and interviews with TEO staff. As a minimum in all cases, NZQA interviewed the teacher who was facilitating online learning for offshore learners.
The validation process was designed to provide assurance that TEO systems for delivering online education to learners offshore are managed effectively to meet learner needs, and that such provision is of an equivalent quality to onshore provision.
NZQA took a differentiated approach to validating training schemes and programmes. Evaluation criteria for both focussed on:
- learning design and delivery
- staff capability
- student information and support.
One more evaluation criterion – assessment and moderation – was applied only to programmes.
The evidence TEOs were asked to provide to NZQA also differed slightly between training schemes and programmes. For training schemes, TEOs provided a brief self-assessment report and supporting documents. For programmes, TEOs were required to supply a longer self-assessment report, supporting documents and a sample of marked learner work. Please see Appendix 1 for a full list of validation criteria and evidence expectations.
Monitoring activities and outcomes
In August 2020, NZQA contacted 21 TEOs holding temporary approval to deliver training schemes or programmes online to learners offshore, and requested enrolment information. All TEOs responded, and 14 had learners who opted in to continue their studies offshore. Toward the end of 2020 one further TEO enrolled offshore learners, bringing the number of TEOs with active enrolments to 15.
In cases where a TEO had several online training schemes or programmes with active offshore enrolments, NZQA selected only one for monitoring – the training scheme or programme with the highest number of learners. Where learner numbers were similar, NZQA selected the programme at the higher level on the New Zealand Qualifications Framework (NZQF).
NZQA conducted 15 monitoring activities. The outcomes were:
- eight training schemes Validated
- five programmes Validated
- two programmes Not Validated.
The programmes were from level 6 to level 9 on the NZQF and covered a broad range of subject areas, including:
- business
- humanities
- IT
- health
The training schemes were from level 1 to level 5 on the NZQF. The core subject in all cases was English to Speakers of Other Languages.
Findings
NZQA has set expectations to evaluate TEO evidence against the validation criteria (please refer to Appendix 1). The key findings for each of the criteria are summarised below.
Top tips from this validation of education delivered online to learners offshore
Learning design and delivery
- Provide a balanced mix of synchronous and asynchronous online learning activities that fulfil the needs of the specific group(s) of offshore learners.
- Ensure online learning activities are well structured, support the achievement of learning outcomes and set out weekly completion targets for learners.
- Avoid scheduling live classes for offshore learners at the same time as for New Zealand-based learners. Be mindful of time zone differences so that offshore learners are not disadvantaged, and are able to fully engage with the content, other learners and teacher.
- Record lectures and tutorials, and ensure learners have ongoing access to the recordings.
Assessment and moderation
- Review all assessment tasks for suitability to the online, offshore context. Amend or redevelop assessment tasks where needed, especially tasks that are practical in nature.
- Offer online workshops on academic integrity and make these compulsory for offshore learners to complete.
- Establish an appropriate sampling target for post-assessment moderation of online assessments completed by learners offshore.
Staff capability
- Focus staff professional development efforts on designing learning resources and assessments suitable for online delivery to learners offshore.
Student information and support
- Maintain regular contact with offshore learners. Use a variety of communication channels and establish which channel your group of offshore learners prefer.
- Collect offshore learner achievement data and compare it with the achievement of New Zealand-based cohorts.
- Monitor levels of learner satisfaction with the online learning experience by gathering feedback and surveying offshore and onshore groups separately.
References
Murray, N. & Alkema, A. (2021). Good practice for offshore online delivery. New Zealand Qualifications Authority. https://www.nzqa.govt.nz/providers-partners/international-education-planning (external link)
Appendix 1
Validation criteria and minimum evidence expectations for programmes
| Criterion | Evidence expectations |
|---|---|
| Programme design, delivery, and regulations | Learning activities provided via the LMS are intentional, measurable and effective in facilitating online learning that supports the achievement of learning outcomes Delivery methods and contact hours meet learner needs, including the management of time zone differences Learning hours match those approved by NZQA Learner progress and achievement is monitored and comparable with onshore delivery |
| Assessment and moderation | Assessment tasks are purposefully designed for online delivery There is an effective system for ensuring the authenticity of online learner work The system for moderation of assessments that learners complete offshore online is as effective as onshore moderation |
| Resources | Teaching staff receive ongoing professional development in facilitating online courses, and/or designing and developing learning resources appropriate for offshore online delivery |
| Student information and support | Systems for general, academic, and technical support are effective in catering for all learners The learner experience and satisfaction are comparable with onshore delivery |
Validation criteria and minimum evidence expectations for training schemes
| Criterion | Evidence expectations |
|---|---|
| Programme design and delivery | The delivery platform, learning activities and assessments are effective in facilitating learning and assessment that supports the achievement of learning outcomes Delivery methods and contact hours meet learner needs, including the management of time zone differences There is an effective system for ensuring the authenticity of learner work Learner progress and achievement is monitored and comparable with onshore delivery |
| Resources | Teaching staff receive ongoing professional development in facilitating online courses, and/or designing and developing learning resources appropriate for online delivery |
| Student information and support | Systems for general, academic, and technical support are effective in catering for all learners The learner experience and satisfaction are comparable with onshore delivery |