A number of distance learning and e-learning programmes are now being developed within university partnerships. With the growing trend for courses to be offered in these study modes, RICS recognises the need to develop policy and best practice guidance on the accreditation of distance and e-learning programmes.

When assessing a distance/e-learning course, it is important to ensure:

• students enjoy the same high quality teaching environment and exposure to innovation as students on campus-based courses
• there is adequte student support
• the course is bespoke, having been developed for the distance learning mode, and is not simply a course that provides material on the web
• staff delivering the course understand the different needs of distance learning students
• there is adequate administrative expertise and time allocation to support academic staff and students.

Therefore, it is proposed that for distance/e-learning courses seeking accreditation, the following should be developed into policy (these are beyond what is already set out in Policy and guidance on university partnerships 2005):

• material provided to students must be bespoke, specifically prepared for distance learning delivery
• a specific staff:student ratio
• defined opportunities for interaction between academic staff and students
• a robust security system that addresses the issues of possible impersonation and plagiarism.

If established as policy, these requirements would need to be met for a distance/e-learning course to be accredited.

We would welcome your feedback on these proposals, including what you consider to be an appropriate staff:student ratio. Please email your comments to Kirsty Pagett, Policy Communications Officer, at kpagett@rics.org.

It is proposed that the following be developed in best practice guidance for distance/e-learning courses (these are beyond what is already set out in Policy and guidance on university partnerships 2005):

• material should be developed as a source of reference for students, with cross references to other sources to ensure a broad study experience
• guidance should be given to students on techniques for studying by distance learning, and how to gain maximum benefit and learn from their work experience
• study material should be regularly reviewed and updated in accordance with an established timetable
• the updating process should be rigorously quality controlled with a system for recording when updated material is issued and to whom
• assessment should have a higher proportion of written examination than is expected for campus taught courses
• students should be advised of response times for dealing with different types of queries (eg administrative, academic), and for return of marked work and the mechanism for doing so (eg email, telephone)
• specific times should be set aside for students to contact tutors by telephone
• adequate feedback should be given on submitted work, for example either by commentary or by an outline answer approach that highlights a student's strengths, weaknesses, omissions etc
• adequate time should be allocated for the course leader to co-ordinate the work of tutors.
• discussion forums for students and staff should be established
• appropriate IT systems should be available
• staff training should include updates on distance learning techniques
• the course should be accredited under any available government or other agency distance learning accreditation scheme appropriate to the level of the course
• some face to face teaching should be provided and students encouraged to participate
• application forms should include a photograph of the student.

If you would like to comment on the proposals for policy and best practice on distance/e-learning courses, please email you views to Kirsty Pagett, Policy Communications Officer, at kpagett@rics.org by 18 November 2005.