Purpose

This policy establishes requirements for the planning, development, and resourcing of asynchronous learning content in National College of Ireland (NCI) programmes.

Asynchronous learning consists of learning activities where students access course materials on a flexible schedule without real-time instructor interaction, supports flexible and adaptive learning (e.g. self-paced video lectures, readings, forums) that can enhance student engagement and autonomy.

Creating high quality asynchronous materials requires substantial effort and resources. This policy ensures that asynchronous content is proposed and documented from the outset, adequately supported by Teaching Enhancement, and budgeted appropriately by the Schools so that offerings are sustainable and meet NCI’s quality standards.

As per NCI’s Online Learning Strategy, asynchronous content should be designed to be engaging and interactive, with clear opportunities for learner activity and reflection. It must also support the monitoring of learner progress, ensuring that participation and engagement can be tracked and addressed where necessary.

Scope

This policy applies to all new and revalidated programmes and modules at NCI in which asynchronous learning components are planned or delivered. Any programme intending to incorporate asynchronous delivery (e.g. pre-recorded lectures, online modules, self-study activities) must follow these guidelines. Asynchronous content is considered a form of technology-mediated learning, and will be governed by NCI’s quality assurance processes for blended and online programmes.

Responsibilities

Policy Details

Programme Design and Validation

Asynchronous delivery must be explicitly planned during programme development. The initial programme proposal and validation documentation must flag any intention to use asynchronous learning and must include appropriate pedagogy and assessment strategies for this mode. In practice, the programme’s LTA strategy should specify which modules (or parts of modules) will be delivered asynchronously.

For example, the prospectus and module descriptor should note expected weekly asynchronous effort from learners. Teaching Enhancement must be consulted at the proposal stage and remain involved through approval to advise on design and feasibility. All such proposals must include a business case that evaluates viability and sustainability; in particular, any additional costs (e.g. digital tools, staff development, content creation) must be estimated and justified.

Resource Planning and Budgeting

Developing high-quality asynchronous learning content is a time-intensive process. Research and practical experience in higher education indicate that creating effective materials requires significant preparation, design, and production effort. The time involved can vary depending on the complexity and interactivity of the content, but even straightforward asynchronous resources demand careful planning and attention to detail to ensure they support meaningful learning. The Teaching Enhancement Unit is available to support academic staff in planning and developing asynchronous content, helping to ensure both quality and efficiency in the process.

Costing estimates for asynchronous content creation must be forecast during programme proposal and documented in the business case. This includes lecturer time to prepare raw content and Teaching Enhancement time for instructional design and production. Industry benchmarks for asynchronous content development vary widely depending on complexity.

Once a programme is approved by APQC, dedicated budget must be allocated in the relevant fiscal year to cover content development. Costs may include staff workload allocations, software licenses, video recording or editing resources, and training. Budget planning should follow standard NCI financial procedures, with the school being responsible for budgeting funds and timing content production to align with the academic cycle.

Content Development Process

The designated content creator (module leader or lecturer) compiles and produces the raw instructional materials (e.g. slide decks, recorded lectures, readings, quizzes). They work iteratively with Teaching Enhancement to apply sound pedagogical design and ensure content meets accessibility and quality standards. Teaching Enhancement refines and formats materials, creates interactive elements if needed, and organizes the content within the VLE. Throughout this process, project timelines should be set and managed jointly, reflecting the agreed workload model. Asynchronous content should be tested and reviewed for usability before release; peer review by other faculty or by student representatives is encouraged to assure quality.

Review and Maintenance

Asynchronous content must be regularly reviewed and updated as part of programme monitoring. Content creators/programme teams remain responsible for updating materials to reflect curriculum changes and maintain currency of content , and Teaching Enhancement will advise on revisions as needed. During periodic programme reviews, the continued quality and effectiveness of asynchronous elements should be evaluated, using student feedback and performance data. Any ongoing support needs (e.g. additional time for updates, technical maintenance) should be identified and budgeted in subsequent reviews.

Compliance

All departments and staff involved in programme design and delivery are required to comply with this policy. Non-compliance (e.g. failure to budget for content creation or to identify a content creator in a timely manner) may lead to delays in programme timelines and could impact the availability or scheduling of Teaching Enhancement support.

Version Control