Hybrid learning: defining responsibilities and exclusions

The principal risks in relation to the control are assessment methods that do not support valid judgements, unclear identity and participation records, technology access determining educational access, and inaccessible content or interaction. For hybrid learning, the control environment should be assessed as a connected system rather than as unrelated individual risks.

Application to hybrid learning

In examining hybrid learning: defining responsibilities and exclusions, its relevance to the applicable expectation should be assessed against the affected jurisdiction, learner population and form of provision.

In examining hybrid learning: defining responsibilities and exclusions, scope should identify the people, decisions, services, locations and periods to which the arrangement applies. Exclusions require an objective reason and should not be inferred from organisational custom or the absence of an earlier complaint.

• Assure assessment validity.
• Test access before requiring use.
• Support staff and learners.
• Provide alternative routes for material barriers.
• Maintain continuity and supplier exit controls.

Controls for hybrid learning

Assurance of the applicable expectation should draw on more than one form of evidence. Useful records include service availability and incident records, delivery-mode design and approval records, supplier performance and exit arrangements, assessment validity and integrity reviews, and teacher capability and workload information. Across the defined scope, system-wide assurance cannot be inferred from a favourable case chosen after the event.

Review of hybrid learning

In examining hybrid learning: defining responsibilities and exclusions, responsible bodies should begin with the intended public or educational outcome, map every activity capable of affecting that outcome, and record where responsibility passes between functions or organisations. Test boundary cases before confirming the scope.

Interpretation of hybrid learning should produce a test that another competent reviewer can apply to comparable evidence.

• Which learners and services are included?
• Where does responsibility transfer?
• How are changes in scope detected?
• Who can authorise an exclusion?
• Does the same outcome apply across delivery modes?

Implications for hybrid learning

In examining hybrid learning: defining responsibilities and exclusions, a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment.

In examining hybrid learning: defining responsibilities and exclusions, material revisions should be traceable to their reason and effective date.

In examining hybrid learning: defining responsibilities and exclusions, the assessment addresses decisions capable of affecting learners, institutions or the proper use of entrusted educational resources.

In examining hybrid learning: defining responsibilities and exclusions, digital participation data should not be treated as a direct measure of learning.

A conclusion concerning hybrid learning should identify both its evidential basis and the part of the stated scope for which assurance cannot be given.