Location of Repository

Developing e-learning design capabilities in a dual-mode institution.

By Roger Dence and Alejandro Armellini


Higher education institutions offering open or distance learning provision alongside traditional on-campus\ud delivery can face particular course design, development and delivery challenges on account of their ‘dual-mode’\ud nature. Such institutions arguably are more typical than ‘mono-mode’ institutions offering either on-campus only\ud or distance-learning (DL) only provision. A single-system approach that meets the majority need can result in\ud disadvantages in the other context, while a twin-track approach can lead to duplication of resources and effort. In\ud contrast, ‘single-mode’ institutions can build systems optimised to support their particular context, with\ud consequent economies and efficiencies to be gained in timescales and costs.\ud In a dual-mode institution, e-learning is often situated within a ‘mosaic’ of disciplinary and departmental\ud differences and similarities, with the challenge of fostering innovation and the development of good pedagogical\ud practices in both on-campus and DL contexts that benefit teachers and learners alike. In the DL context,\ud academics need to be supported to a much greater extent than for on-campus delivery by learning technologists,\ud information librarians, multimedia experts and, most importantly, by pedagogical advisers with access to a strong\ud practice evidence base.\ud Taking the University of Leicester (UoL) as a case, this paper: (a) describes the background to dual-mode\ud provision at UoL; (b) outlines the strategic initiatives relating to learning design enhancements in general and\ud their relevance in the DL context; and (c) summarises the early outcomes in enhancing the e-learning aspects of\ud course design and delivery in both modes

Year: 2009
OAI identifier: oai:lra.le.ac.uk:2381/4542

Suggested articles



  1. (2005). 6 UoL has topped the UK National Student Survey among mainstream universities for overall satisfaction for three consecutive years from
  2. (2008). A dual-mode university instructional design model for academic development. doi
  3. (2005). A strategy for e-learning 2005-2008. University of Leicester: Internal strategy paper,
  4. (2006). Benchmarking e-learning at the doi
  5. (2008). Building institutional capability in e-learning design. doi
  6. (2008). Carpe Diem: seizing each day to foster change in e-learning design.
  7. (2007). Developing assessment for learning through e-tivities.
  8. (1992). Distance education In dual mode universities.
  9. (2002). E-tivities: The key to active online learning. London: Taylor and Francis. doi
  10. (2006). Factors for success in dual mode institutions.
  11. (2009). Learning design, learner engagement and assessment with e-tivities. doi
  12. (2007). The Benchmarking and Pathfinder programme: a ‘basic essentials’ briefing.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.