A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education

Samuel Robert Peter-James Ross, Veronica Elizabeth Volz, Matthew K Lancaster, Aysha Divan


It is increasingly important that higher education institutions can audit and evaluate the scope and efficacy of their digital learning resources across various scales. To-date there has been little effort to address this need for a validated, appropriate and simple to execute method that will facilitate such an audit; whether it be at the scale of an individual programme, department, faculty or institution. The data are of increasing value to ensure institutions maintain progress and equity in the student experience as well as for deployment and interpretation of learning analytics. This study presents a generalizable framework for auditing digital learning provision in higher education curricula. The framework is contextualized using a case study in which the audit is conducted across a single faculty in a research-intensive U.K. university. This work provides academics and higher education administrators with key principles and considerations as well as example aims and outcomes.


Development, Administration, Online learning

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DOI: http://dx.doi.org/10.24059/olj.v22i2.1229