糖心原创

The purpose of this page is to set out the definitions, regulations, and standard operating procedures for hybrid teaching delivery at the 糖心原创 UK. The hybrid teaching regulation embodies the institution's commitment to delivering a dynamic, inclusive, modern and international education experience that adapts to the changing needs of the academic community. Through this regulation, the university aspires to foster a stimulating and supportive learning environment that empowers students to excel academically and prepares them for future challenges in an ever-evolving world.

The following principles guide the implementation of hybrid teaching, both the HyFlex and HyGlobal formats, at the 糖心原创.

2.1 Definitions

Hybrid teaching at the 糖心原创 refers to an educational approach that combines in-person students and online students attending the same synchronous teaching sessions. This is not to be confused with blended learning, defined by the Office for Students (OfS) as ‘teaching and learning that combines in-person delivery and delivery in a digital environment’. More information about the OfS can be found in section 6 below. Blended learning can take place synchronously (i.e. live teaching which is generally timetabled) or asynchronously (i.e. learning activities that are undertaken by learners in their own time and at their own pace), can be entirely in-person, entirely remote, or a mixture of both. A more detailed institutional definition of blended learning can be found in the ‘Blended Learning Code of Practice’, which is linked in section 6 below.

Although hybrid teaching delivery may be regarded as a form of blended teaching, ‘hybrid’ refers to a specific way of combining synchronous online and in-person teaching. Further clarification is provided by the OfS and summarised on the Curriculum Approvals and Advisory Team (CAAT) SharePoint. Links to the relevant CAAT SharePoint can be found in section 6 below.

Hybrid teaching at the 糖心原创 refers to:

• Hybrid Flexible (HyFlex) Classroom Format: teaching activities that are simultaneously delivered to in-person and remote participants within the UNUK.
• Hybrid Global (HyGlobal) Classroom Format: international teaching based on partnerships with UNNC, UNM and other international institutions that are simultaneously delivered to in-person (all UNUK students in a classroom setting) and remote participants.

Two main models of hybrid teaching are relevant to this document:

• Classroom-to-classroom for the HyGlobal Classroom Format
• Classroom-to-individuals for the HyGlobal Classroom Format and the HyFlex Classroom Format.

HyGlobal classroom-to-classroom format: when two or more classrooms of in-person students and tutors at different institutions interact with each other. In this format, all attendees are in a physical location with others but are also interacting online with participants elsewhere as part of structured teaching sessions. 

Classroom-to-individuals: when UNUK students attend teaching sessions in-person in a physical classroom and remote students (outside of the UK) attend the same synchronous teaching session online.

All hybrid teaching delivery must be registered and approved in advance using the steps of the Standard Operating Procedure outlined below. No hybrid teaching delivery is permitted without prior approval. In this context, hybrid teaching delivery includes, for example, pre-planned HyFlex delivery, providing an additional online link for students on an ad-hoc basis, or providing a link for students who could not attend due to illness or accident. 

‘Remote delivery’ is a UK Visas and Immigration (UKVI) definition that must be considered for UKVI compliance. Specifically, remote delivery is defined as: ‘Timetabled delivery of learning where there is no need for the student to attend the premises of the student sponsor or partner institution which would otherwise take place live in-person at the sponsor or partner institution site’. Further information relating to remote delivery can be found at the ‘Remote Delivery of Teaching’ page, which is linked in section 6 below. 

As set out in the UKVI policy, compliance cannot be assured where HyFlex or remote teaching is delivered without formal approval (HyFlex) or consideration (remote) through the relevant procedure. The proportion of remote or HyFlex delivery is calculated using the approved curriculum and published timetable; therefore, any unrecorded delivery may lead to inaccurate monitoring and potential non-compliance.  All hybrid or remote teaching must be formally approved (hybrid) or considered through the relevant procedure and recorded.  

2.2 Exceptions

Hybrid teaching covered in this regulation:

• does not refer to the combination of face-to-face synchronous with online asynchronous teaching, such as the preparatory elements before a flipped classroom session (i.e. where learners acquire knowledge before the class, and the classroom session is used to apply the learning and interact with peers and teachers);
• does not refer to distance learning, remote delivery, and online learning; i.e. synchronous educational activities, whether at the session, module, or course level, that are delivered exclusively remotely (further information relating to remote delivery can be found at the ‘Remote Delivery of Teaching’ page and CAAT SharePoint page, which are linked in section 6 below).

2.3 UKVI compliance

To meet UKVI requirements, full remote delivery or HyFlex teaching (or a combination of both) must comprise no more than 20% of a student’s timetabled hours across their degree programme. For the avoidance of doubt, HyGlobal teaching is not considered for UKVI compliance as all UNUK students are required to attend a classroom in-person. Further information relating to remote delivery can be found at the ‘Remote Delivery of Teaching’ page, which is linked in section 6 below. 

HyFlex delivery must not be used for free choice modules that are open to students across the university  to ensure compliance with the 20% limit. Participation in HyGlobal sessions must be delivered in-person at UNUK and does not contribute to the 20% limit. 

2.4 Student choice

All students participating in the HyFlex format must be able to choose their preferred mode of attendance.  Removal of this optionality may breach Competition and Markets Authority (CMA) and Office for Students (OfS) requirements unless Schools have fully met consumer protection obligations, including clear and timely information to students about the mode of attendance for their programme. 

Where students retain genuine choice, hybrid participation is considered an optional enhancement rather than a change to the core mode of delivery (see OfS consumer protection, OfS Online and Blending Learning and Higher Education: Law Advice for Providers under section 6 below

Students participating in a HyGlobal module must be clear at the earliest opportunity that the mode of delivery for it is hybrid.

The proportion of in-person and online attendance must be specified in module information and timetabled events must reflect the specification provided.

2.5 Effective delivery

University-supported digital platforms (e.g. Moodle, MS Teams) must be utilised to deliver hybrid teaching. These must be accessible to all students and follow the university’s Moodle Everywhere guidance.

2.6 Pedagogical excellence

Hybrid teaching must deploy pedagogical strategies to maximise student engagement, critical thinking, and collaborative learning experiences. This can be supported by the Blended Learning Code of Practice, available through the ESE hub, linked in section 6 below, and accompanying CPD support.

All students taking part in hybrid teaching, regardless of whether HyFlex or HyGlobal, must be provided with sufficient opportunities to engage with teaching staff and learning peers, in compliance with the Office for Students’ Regulatory Framework (condition B1).

2.7 Inclusivity

Hybrid teaching ensures that all students, regardless of their location, professional and personal contexts, are able to participate in learning. The university is committed to provide support and accommodations to address accessibility challenges.

2.8 Technology

Hybrid teaching requires sustained investment in reliable, accessible and user-friendly technological infrastructure to support effective student-student and student-tutor interactions and content delivery. Staff proposing hybrid teaching must confirm that the requisite technology will be available at the point when approval is sought. (See Roles and Responsibilities and Procedural Steps for further information.)

2.9 Support

Hybrid teaching requires appropriate support for both staff and students to ensure pedagogically robust teaching delivery and effective use of digital tools. This includes access to training, guidance, and the provision of suitable teaching spaces and facilities to enable high quality hybrid teaching. 

2.10 Evaluation

The university is committed to evaluating and continually improving the hybrid teaching pilots based on feedback from staff, students, and other stakeholders. A formal evaluation strategy will be implemented for both delivery formats to identify areas of enhancement and any necessary changes. Outcomes, including measures of student experience and attendance, must be reviewed and reported to Faculty Education and Student Experience (ESE) committees, and will be monitored by the University Education and Student Experience Committee (ESEC)

3.1 Teaching staff

Any staff involved in teaching delivery, regardless of job family or contract type, are responsible for:

• Submitting a hybrid teaching proposal to the faculty that is responsible for the quality assurance of the module delivery.
• Confirming the required technology and spaces will be available for the proposed hybrid sessions.
• Arranging and participating in relevant staff training and CPD opportunities through the Educator Academy, to support the design and delivery of their hybrid sessions before the start of teaching.
• Giving sufficient notice, defined as a minimum of 20 working days, for the Digital Education Service (DES)/Digital and Technology Service (DTS) to accommodate within their existing commitments.
• Providing guidance to students on how to optimise their participation in hybrid teaching and learning experience.

The following additional responsibilities apply to HyFlex delivery:

• Securing approval for participation in the HyFlex pilot from University Education and Student Experience (ESE) Oversight Board through the Director of ESE Enhancement.
• Submitting progress reports and evaluations of student experience and impact to the University Education and Student Experience Committee.

The following additional responsibilities apply to HyGlobal delivery:

• Communicating how the module will be delivered, expectations of students as participants, and technological needs for participants before module enrolment.
• For undergraduate returners, this means prior to module pre-enrolment in the spring preceding their next year; for other students, this means at the earliest point students make their choices for optional modules.
• Ensuring the software access link to facilitate HyGlobal delivery is not made available to UNUK students as a means of remote delivery, as UNUK students are required to attend such sessions in-person in a physical classroom.

3.2 School or department

The school or department responsible for the quality assurance of the module to be taught in a hybrid way is responsible for:

• Assessing the suitability of the initial proposal and the ability to provide sufficient support and resource to meet the requirements of the Hybrid Teaching Regulation.
• Allocating additional resources from within the school or department to ensure support for classroom facilitation of HyGlobal sessions.
• Communicating the structure and objectives of a hybrid teaching programme, module, or event to the students at least 5 working days before the start of the teaching term in which the hybrid sessions will take place.
• Arranging orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
• Monitoring the quality of student experience and educational impact of hybrid delivery.
• Ensuring that staff involved in delivering hybrid teaching receive support in the relevant pedagogical skills.
• Allocating additional classroom support to the delivery team, who will be responsible for monitoring and interacting with online participants and ensuring they have a smooth experience.
• Ensuring that HyFlex delivery is indicated as hybrid on students’ timetables to support UKVI and OfS reporting and that the timetable accurately reflects the mode of delivery taking place.
• Jointly with DTS, ensuring that students have access to staff (virtually or in-person) who assist them in gaining full benefit from the hybrid teaching experience.
• Disseminating DTS guidance for students of the routes they must follow to troubleshoot any issues related to the use of digital platforms and technology utilised in hybrid teaching.

3.3 Faculty approver

The designated faculty approver, normally the Faculty PVC or their designated delegate, is responsible for:

• Assessing hybrid delivery proposals for costs, benefits, and appropriate allocation of staff.
• Ensuring submission of evaluations of the student experience.
• Setting requirements for expectations for reporting on HyGlobal delivery.

3.4 University ESE Oversight Board

The University ESE Oversight Board, through the Director of ESE Enhancement is responsible for:

• Holding scoping discussions with staff or faculties proposing HyFlex delivery.
• Assessing formal applications for HyFlex and HyGlobal delivery.
• Liaising with Digital and Technology Services to ensure support for classroom facilitation of HyFlex sessions.
• Reviewing reports and identifying risks and learning from evaluations and communicating these to relevant stakeholders.

3.5 RAA Timetabling and Visa and Immigration teams

The Timetabling and Visa and Immigration Teams are responsible for:

• The annual calculation of the proportion of in-person HyFlex and remote delivery for each course using an approved methodology. The methodology is designed to determine the highest potential proportion of remote timetabled teaching a student may experience across the duration of their course.
• Re-calculate the percentage of remote teaching (which for UKVI purposes includes HyFlex) when current timetabling data is available to ensure any changes to mode of teaching do not breach the 20% limit for UKVI sponsorship compliance.
• Sharing remote delivery percentages with Faculties, working with them to meet the 20% remote delivery of teaching threshold (in collaboration with CAAT if course structure changes are required).
• Annually review the remote calculation methodology.
• Populating the Confirmation of Acceptance for Studies (CAS) with required UKVI information to comply with remote study disclosures.
• Schedule timetabling requests for hybrid delivery if they have received formal approval through the hybrid policy (see section 5). Reject requests for hybrid delivery if they have not been through the formal approval process. 

3.6 The Educator Academy (CAAT)

The Educator Academy (CAAT) are responsible for:

• Providing the free choice percentage at course level for the established and new/redesigned courses to contribute to the overall calculation.
• Working with the RAA Timetabling team and Faculties where remote delivery percentage exceeds 20% to offer solutions to reduce the percentage (if there is a course structure solution).

3.7 University Academic Registrar

The University academic registrar is responsible for:

• Approving the annual institutional assessment of delivery mode proportions, including methodology, assumptions and outcomes, and will determine any required actions where courses are modelled as exceeding the permitted threshold and cannot be mitigated by RAA (in collaboration with the Educator Academy).  

3.8 Digital Education Service (DES)/Digital and Technology Services (DTS)

DES and DTS staff are responsible for the following, with the division of workload according to availability and expertise:

• Delivering hybrid training to teaching staff.
• Providing classroom facilitation support for HyFlex delivery as directed by the ESE oversight committee.
• Providing guidance for students of the routes they must follow to troubleshoot any issues related to the use of digital platforms and technology utilised in hybrid teaching.
• Jointly with administering schools or departments, ensuring that students have access to staff (virtually or in-person) who assist them in gaining full benefit from the hybrid teaching experience.

3.9 The Educator Academy

The Educator Academy is responsible for:

• Reviewing evaluations of HyFlex delivery and recommending actions from the findings.
• Recording or escalating risks identified.
• Sharing good practice identified.

4.1 HyFlex Teaching Proposal Development

The first stage of hybrid delivery is submission of a formal proposal. This is not optional. Schools or departments and faculties may specify additional requirements that exceed the minimum standard laid out here.

• Staff members developing a HyFlex proposal must hold a scoping discussion with the Director of ESE Enhancement (representing the University ESE Oversight Board) to establish suitability and understanding of the requirements.
• Participation of modules in hybrid delivery must be approved in writing by the University ESE Oversight Board, and progress reports must be submitted to the University Education and Student Experience Committee.
• After a HyFlex proposal is accepted, the school or department will work with the Timetabling team to ensure all HyFlex sessions are designated as ‘hybrid’ type in the timetabling system.

4.2 Training and Classroom Support for Staff

After securing approval from school or department, faculty, and University ESE Oversight Board, training and guidance must be arranged well in advance of the start of session.

• Staff must attend appropriate training from the Educator Academy and DES/DTS on how to operate the relevant equipment. Staff must keep in mind constraints on DTS time and give at least 20 working days’ notice to allow the training to take place.
• Schools or departments must ensure that the sessions have been allocated sufficient in-classroom support during the sessions, including securing classroom facilitation support from DES/DTS or allocating additional staff from within the school or department.

4.3 Communication, Training and Classroom Support for Students

Alongside arranging staff training, schools or departments must also arrange communications and training for students.

• The school or department must communicate the availability of the HyFlex sessions, including information about frequency and the modules or sessions delivered in this format.
• The school or department will arrange orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
• DES/DTS and the school or department will provide guidance to students for troubleshooting the digital platforms and technology used in hybrid teaching and signposting them to staff (virtual or in-person) who can assist them in gaining full benefit from the hybrid teaching experience.
• The university will maintain open communication with students and staff regarding the adoption and implementation of HyFlex teaching.

4.4 Evaluation and Reporting

At the end of each academic year, hybrid delivery must be evaluated and reported to the Education Sub-Committee (who have oversight). The report is provided by the Educator Academy collating school and faculty reports. As a minimum standard, evaluations must provide:

• An evaluation of student experiences on the module, using data such as informal surveys, Student Evaluation of Module results, and feedback received from Student-Staff Forums.
• Baseline attendance data. If precise breakdowns are unavailable, the following options are acceptable options: aggregate comparisons between previous years and current year, estimates of online vs face-to-face attendees, and identification of general trends.
• A reflection on issues and lessons learned as well as the identification of what went well.
• An action plan for any changes to future delivery to implement outcomes of the reflections, including the escalation of any risks identified.

Governance and Assurance have the discretion to embed the reporting requirements into the Annual Programme Reporting (APR) process after the first successful run of the module. Governance and Assurance also retains the discretion to increase reporting or to escalate concerns as part of the APR system.

5.1 HyGlobal Teaching Proposal Development

The first stage of HyGlobal delivery is submission of a formal proposal. This is not optional. Schools or departments and faculties may specify additional requirements that exceed the minimum standard laid out here.

• Staff members developing hybrid teaching for HyGlobal must submit a proposal for approval to the Faculty responsible for delivering the module. The proposal must include an outline of the module, learning objectives, a description of in-person and online components, and the assessment plan. Following faculty approval, final approval in writing must be sought from the University ESE Oversight Board
• HyGlobal modules being introduced for the first time will need to complete these procedural steps to achieve approval before submission to the annual curriculum updating cycle as a new module.
• If the HyGlobal proposal includes some sessions where UNUK students will not attend a physical classroom on campus for the session, the proposal must simultaneously follow the HyFlex procedural steps.
• As part of the proposal stage, the staff members must also confirm that the required technology and spaces will be available for the proposed hybrid sessions through liaison with DTS and Timetabling as part of the annual timetabling requirements gathering processes.

5.2 Training and Classroom Support for Staff

After securing approval from school or department and faculty, and University ESE Oversight Board, training and guidance must be arranged well in advance of the start of session.

• Staff must attend appropriate training from the Educator Academy and DES/DTS on how to operate the relevant equipment. Staff must keep in mind constraints on DTS time and give at least 20 working days’ notice to allow the training to take place.
• Schools or departments must ensure that the sessions have been allocated sufficient in-classroom support during the sessions, including allocating additional staff from within the school or department.

5.3 Communication, Training and Classroom Support for Students

Alongside arranging staff training, schools or departments must also arrange communications and training for students.

• The school or department must communicate the structure and objectives of the HyGlobal sessions, including information about frequency and the modules or sessions delivered in this format.
• The school or department will arrange orientation sessions for students at the beginning of each semester to familiarise them with the hybrid teaching approach, the digital environments and digital tools used to support teaching and learning.
• DES/DTS and the school or department will provide guidance to students for troubleshooting the digital platforms and technology used in hybrid teaching and signposting them to staff (virtual or in-person) who can assist them in gaining full benefit from the hybrid teaching experience.
• The university (through the Director of ESE Enhancement) will maintain open communication with students and staff regarding the adoption and implementation of HyGlobal teaching.
• Schools or departments must inform students of modules delivered using HyGlobal delivery before the students select their optional modules.
• For undergraduate returners, this means prior to module pre-enrolment in the spring preceding their next year; for other students, this means at the earliest point students make their choices for optional modules.
• The communications must include how the module will be delivered, expectations of students as participants, and technological needs for participants.

5.4 Evaluation and Reporting

At the end of each semester, hybrid delivery must be evaluated and reported to the to the Education Sub-Committee (who have oversight), the report is provided by the Educator Academy collating school and faculty reports.. As a minimum standard, evaluations must provide:

• An evaluation of student experiences on the module, using data such as informal surveys, Student Evaluation of Module results, and feedback received from Student-Staff Forums.
• Baseline attendance data. If precise breakdowns are unavailable, the following options are acceptable options: aggregate comparisons between previous years and current year, estimates of online vs face-to-face attendees, and identification of general trends.
• A reflection on issues and lessons learned as well as the identification of what went well.
• An action plan for any changes to future delivery to implement outcomes of the reflections, including the escalation of any risks identified.

Governance and Assurance have the discretion to embed the reporting requirements into the Annual Programme Reporting (APR) process after the first successful run of the module. Governance and Assurance also retain the discretion to increase reporting or to escalate concerns as part of the APR system.

Code of Discipline for Students

Copyright

Copyright Policy Data protection

Digital Learning Vision

Equality, Diversity and Inclusion Policy

General Data Protection Regulations

Regulations on the retention of students assessed work

Remote delivery of teaching

UoN Libraries Takedown Policy

UKVI academic engagement Code of Practice