Guidelines

Many people are unfamiliar with distance learning.     They do not know how it differs from conventional education.
They may think of education as passive and teacher-lead, not active and learner-lead.

Even within distance learning, styles differ from provider to provider.     Some take a pro-active role with learners, others do not.     Some offer a high level of support; others offer support only on a more modest scale.     Some release course materials module by module; others supply all materials at the start.

The purpose of a Learning Agreement (LA) is to help learners understand their role in the overall process.     It is an understanding between learner and provider as to who takes responsibility for what.     It should be honoured by both if learning is to be successful.

What the ODL QC Standards say

Learning Agreements are an important component of ODL QC Standards.     Standard IV E states that:

1. the nature and scope of the course;
2. the mutually-agreed anticipated outcome of the course;
3. the services to which the provider is committed;
4. any disclaimers which protect the provider against changes in external circumstances which prevent him from delivering those services or realising the intended outcome;
5. the rights, obligations and commitments expected of the learner;
6. the financial agreement between the learner and the provider;
7. any allowance for special needs.

The learner is made aware that this agreement may be legally enforceable.

Not all of these components need to be explicit in the Learning Agreement itself.     They may be included, or they may be dealt with elsewhere.     Some may be contained in an enrolment form, or in the terms and conditions attached to it; some may be explicit in the description of the course and its outcomes in the prospectus or course materials.     In such cases, the LA concentrates on matters of learning style, and mutual expectations and responsibilities within the learning process itself.

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