All students will be provided with information by their Faculty/School which relates to the course that you are studying, including timetable, assessment schedule and criteria, module information, extra-curricular activities, additional fees, laboratory equipment and insurance.
Your Programme Explained
Assessment Definitions & Reasonable Adjustments
Inclusivity
Designing and enabling accessible learning to ensure that all students, whatever their educational, cultural and socio-economic backgrounds and/or protected characteristics as defined by the Equality Act 2010, have the opportunity and support to progress to and within higher education.
Inclusive Assessment
Designing assessment from the outset that is, as far as possible, accessible for all students (recognising that some students with particularly complex needs may still require adjustments to assessments), using the concepts of ‘universal design’.
‘Adjusted’ Assessment
Making reasonable and appropriate changes to the original assessment format to enable all students to access and engage with the assessment, without compromising competence standards.
Alternative Assessment
Providing students with a different type of assessment that is accessible for them, which still tests the Learning Outcomes of the original assessment, without compromising competence standards.
Reasonable Adjustment
The expectation by law (Equality Act 2010) that assessments are accessible for students with recognised specific learning requirements (including disabilities, wellbeing, long term health conditions and/or individual learning needs), and that assessment is adapted (see adjusted or alternative assessment) where reasonable and necessary to ensure students can engage with the assessment equitably. (this will be linked to additional guidance and Policies).
Assessment Timing/Duration: Unseen and Seen Examinations (‘on campus’ or online)
Examinations (seen and unseen, on campus and online) are normally designed to be short formal assessments with a maximum of three hours duration normally expected (subject to reasonable adjustments). Assessments which are longer than three hours, or which can be completed over a longer timeframe (e.g. 6, 8 or 24 hours), can prolong anxiety for some students and will still require reasonable adjustment to enable students equality of opportunity. This is particularly challenging for students who would already receive further additional time, and students studying in different time zones. This may in itself lead to inequality of opportunity and student experience.
Where examinations are conceived to be longer due to online provision, or to enable students to engage with them at their own pace (See Take Home Examinations), students entitled to additional time should have the additional time applied to the expected completion time for the examination. Alternatively, the expectations of the assessment may be adjusted to account for this, for example by reducing the number of questions to answer, to enable the student to complete within the defined time, rather than by extending the entire window for the examination.
As students with specific learning requirements will be unable to access additional support where assessment is set within a short timeframe, alternative assessment method should also be considered to ensure all students can engage equitably with the assessment modality.
Assessment
The generic term ‘assessment’ applies to all activities designed to measure student learning, including examinations and continuous assessment, formative and summative assessments.
Authentic Assessment
Authentic Assessment describes any assessment type which reflects real-world applications that students may encounter in their future career.
Continuous Assessment
The evaluation of a student’s progress by regular assessment throughout a programme of study, as distinct from by examination.
For the purpose of these definitions, ‘Continuous Assessment’ refers to any assessment approach which has a submission date, but is not otherwise time constrained, also referred to as coursework. Students therefore have time and opportunity during the assessment to seek support through study skills, external proof reading or additional support software where required.
Examination
For the purpose of these definitions, ‘Examination’ refers to any assessment approach which is formally time constrained and normally independently invigilated unless stated. Students generally do not have time or opportunity during the assessment to seek support through study skills, external proof reading or additional support software where required, and other reasonable adjustments, including additional time, are applied to ensure equality of opportunity.
‘On Campus ’ Examination
Examination taken with students physically attended at a secure venue with independent invigilators.
Online Examination
Examination which students take online in conditions which, as far as possible, replicate an in-person examination. The examination will normally be invigilated or subject to remote proctoring.
The term ‘Examination’ covers the following assessments at Swansea University:
Unseen Examination (On Campus)
Time constrained examination taken with students physically attending a secure venue with invigilators, where the paper is not released to students in advance. Unless informed otherwise, students will not have access to external resources, and reasonable adjustments are applied for individual students where relevant.
Unseen Examination (Online)
Unseen, time constrained examination sat securely with online invigilation or remote proctoring, where the paper is not released to students in advance. Unless informed otherwise, students will not have access to external resources, and reasonable adjustments are applied for individual students where relevant.
Seen Examination (On Campus)
Time constrained examination sat with students physically attending a secure venue with invigilators, but where questions have been released in advance of the examination. Alternatively, the examination topics may be released in advance, but the precise questions are unseen until the exam. Students may also have access to external resources during the examination where specified. Reasonable adjustments are applied for individual students where relevant.
Seen Examination (Online)
Time constrained examination sat online with online invigilation or remote proctoring, but where questions have been released in advance of the examination. Alternatively, the examination topics may be released in advance, but the precise questions are unseen until the exam. Students may also have access to external resources during the examination where specified. Reasonable adjustments are applied for individual students where relevant.
Restricted Open Book Examination (On Campus)
A time constrained seen, or unseen examination paper sat with students physically attending a secure venue, normally with invigilators, but students have access to specified external resources and materials, and reasonable adjustments are applied for individual students where relevant.
Restricted Open Book Examination (Online)
A time constrained online seen or unseen examination paper sat online, normally invigilated or subject to remote proctoring, but students have access to specified external resources and materials, and reasonable adjustments are applied for individual students where relevant.
‘Take Home’/Full Open Book Examination
A longer time-constrained examination where students can complete the paper at their own pace, across a predefined timeframe. Students are not expected to spend the full time allowed working on the paper, and this form of examination is normally not invigilated. Reasonable adjustments are applied for individual students where relevant to ensure accessibility and parity of experience.
Objective Structured Skills Examination (OSSE) /
Objective Structured Clinical Examination (OSCE) /
Objective Structured Practical Examination (OSPE) (On Campus)
Students move around a series of testing stations being assessed on a number of learning outcomes, normally under formal examination conditions, each for a fixed period of time, reasonable adjustments are applied for individual students where relevant.
A class test is not considered to be a formal examination in terms of University regulations, but may still be subject to examination conditions:
Class Test (On Campus or Online)
Time constrained tests usually sat in class or online through the Digital Learning Platform or other appropriate software. These may or may not be invigilated or sat securely, with an unseen or seen paper, and are often taken online. Reasonable adjustments are applied for individual students where relevant.
Faculty/School and University Academic Handbooks
Faculty/School Handbooks
Faculty/School handbooks will provide you with important information about the mission statement and the structure of the Faculty/School, reference to examination and assessment matters, how the Faculty/School can enhance your employability, your obligations as a student, general information about your programme and module content, academic mentoring, information about studying at Swansea and useful contact details.
It is important that you familiarise yourself with this information provided by your Faculty/School as you will need to refer to the handbook throughout your studies.
University Academic Handbooks
The University Academic Handbooks provide you with an overview of some of the University’s academic regulations, policies and procedures that are relevant to you and your studies.
Academic Handbook Undergraduate UG
Academic Handbook Postgraduate Taught PGT
Academic Handbook Postgraduate Research PGR
You are advised to refer to your handbook to access important information that can assist you throughout the duration of your studies and at times when you might need academic support.
Learning Outcomes, Assessment and Progression
Every module has specific learning outcomes. In other words, the lecturer will identify what knowledge and skills you should be able to demonstrate by the end of the module. These learning outcomes should be provided in the Faculty/School Handbook or in module handouts and are also available in the online module catalogue, https://intranet.swan.ac.uk/catalogue/. The lecturer will assess whether or not you have met these learning outcomes either at the end of the module, or possibly throughout the module through continuous assessment.
Each module will have an assessment pattern that will be particular to that module. For instance, the module might be assessed by examination and continuous assessment, or by practical work. Details of the assessment pattern will be provided to students in the Faculty/School Handbook as an assessment planner. You must note that you will need to comply fully with the assessment pattern of the module by completing every aspect of the assessment before you can be deemed to have completed the module. Failure to comply with these requirements will usually result in failing the module.
Credit points will be awarded to you on successful completion of the assessment tasks associated with the module, which are designed to demonstrate whether or not you have achieved the learning outcomes of the module. Credit points are instrumental in determining whether you have studied and passed sufficient modules to enable you to proceed.
Each student pursuing an initial undergraduate degree must ensure that the credit weighting of the modules pursued at each Level of Study total at least 120 credit points. Check your Intranet student profile to confirm the modules that you have chosen and their credit weighting. Postgraduate Taught students must pursue the following:
| Standard (One Year) Taught Masters programmes | 180 credits, with 120 credits in Part One and 60 credits in Part Two. |
|---|---|
| Extended (Two Year) Taught Masters programmes | 240 credits, with 120 credits in Year One and 120 credits in Year Two. |
| Flexible (One Year) Taught Masters programmes | 180 credits. |
In the case of part-time students this would be split over more than one academic session. Should you have any doubts, you are advised to contact your Faculty/School or Education Services.
If you have pursued modules totalling less than 120 credit points in one Level/Part One/Year One of Study you will not be able to satisfy the progression rules and will not be allowed to proceed to the next Level/Part of Study of your degree. You must progress from one Level/Part/Year of Study to the next, which normally for full-time students, will occur on an annual basis.
Learning and Teaching Terms and Definitions for Different Modes of Delivery
These definitions are for use by staff and students, and should reflect the content of module proformas and other formal descriptions of teaching activities at Swansea University. A table of terms and definitions is provided first, followed by examples of activities defined using those terms
Definitions
These apply to learning, teaching and academic mentoring unless otherwise stated.
| Term | Also called | Definition | Detail + examples | Further info |
|---|---|---|---|---|
| Self-directed | Asynchronous | “….does not occur in the same place or at the same time for a whole cohort” (QAA). Students learn at their own pace, normally using signposted materials. Not normally timetabled but time is allocated within a module. Educators not present but students may work in groups. | Prerecorded teaching Signposted activities + reading Independent study |
QAA |
| Contact Time | Learning and teaching activity that is actively facilitated by an educator. Normally 2 hours per module credit (e.g. a 10 credit module has ~20 contact hours). Includes all live activity, along with facilitated online activity including office hours and scheduled academic mentoring. | Any teaching activity, on campus or online including required, prerecorded activities where students engage using office hours, emails, discussion boards etc. |
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| Office hours | Staff are available for consultation, one-to-one discussion, and so on” (QAA). Should be face-to-face. | Not compulsory for students | QAA | |
| Face-to-Face Live Online | Streaming | Learners meet with teachers at regularly scheduled times, using online virtual environments. | Teams, Zoom etc | |
| Face to Face In person | In-person/On campus | Learners meet physically with the teachers at regular scheduled tomes, primarily in a classroom or other learning setting. | Lectures, Practicals, Seminars, tutorials, simulation, workshops (Includes in-person activities on non-SU sites such as placements and fieldwork) | |
| Blended Learning | An instructional approach that combines the use of online digital media and technologies with face-to-face classroom methods. It requires the synchronous presence of both teacher and learner, with some element of learner control over the time, place, path, or pace of the learning. The blended component aims to extend the time learners spend on a task: developing their understanding, stimulating their interest, or enabling them to work at their own pace. |
An example of blended learning is the “flipped classroom” where learners encounter information before class, freeing class time for activities that involve higher order thinking. |
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| Hybrid Learning |
An approach that combines traditional synchronous in-person, synchronous online and asynchronous online experiences to accomplish specific learning objectives. Learners are expected to engage in a combination of in person and online activities where educators provide instruction to both the in-person and virtual learners at the same time. Hybrid teaching offers learners greater flexibility than the traditional classroom model, but the required elements and the way these synchronous and asynchronous activities combine is what separates hybrid from the ‘hyflex’ model. |
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| Hyflex (Hybrid-Flexible) learning | An approach to teaching and learning that combines both online and in-person instruction. It allows learners to choose participation session by session, by engaging in person, remotely or asynchronously, and to move between the three modes as needed, while still engaging with the same course material. This approach can provide flexibility for both instructors and students in terms of course offerings, scheduling, and teaching modalities. |
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| Online/Distance Learning | Remote/e-Learning | Teaching and learning is delivered in a virtual environment electronically through multimedia, the internet and/or applications. It can involve a mixture of synchronous and asynchronous activities such as online classes, webinars, podcasts, video lectures, and other additional resources both text and multimedia based. The learner and source of information are separated by time and/or distance. |
Educator and students are not together in the same physical space. May be live or self-directed. (note QAA caution against use of the word ‘online’ but this has greater meaning for applicants and students) | QAA |
| Live | Synchronous | Students are all undertake the same activity, at the same time, normally with an educator present and in a timetabled session. May be on-campus or online Traditional teaching sessions on campus |
Any live activity delivered online, e.g. streamed lectures, seminars or tutorials, supervision, feedback sessions |
Common teaching activities
| Term | Definition | Mode of delivery | |
|---|---|---|---|
| On-campus | Online | ||
| Personal Tutoring | Every student allocated a member of academic staff to act as a Personal Tutor, providing academic and personal development, feedback on assessment, acting as point of contact for pastoral care and signposting to students services. Personal Tutoring System Policy. | Timetabled meeting between Personal Tutor and a student, either one-to-one or group sessions. Occur in Personal Tutor’s office or in a bookable room. Attendance is recorded. | As on-campus but via Zoom or other system. |
| Active Learning |
Learning enhanced by activities where learners engage actively with content (e.g. formative quizzes, reflection, group tasks and collaborative activities). Normally defined as ‘not didactic’. |
Can take place in any teaching space. Appropriate technology may be used but not essential. | Can be facilitated using technology, for example as a live online teaching session using tools on Canvas. Zoom may be used to split students into rooms for discussion or collaborative activities. |
| Assessment | Allows students to demonstrate that they have met required learning outcomes. Formative assessments are informal assessments that are used to assist student learning, gauge student understanding and inform teaching practices. Summative assessments sum up what a student has learned in a module and count towards their final grade for that module; they can take many different forms, including end-of-module exams or continuous assessments during the module. | In-person assessments include timetabled exams in dedicated rooms, and also class tests, presentations, vivas and OSCEs, where students must be physically present for the assessment to take place. | MCQs, quizzes, short answer, fill-in-the-blank, true/false, multiple drop-down, multiple answer, matching, numerical answer, discussion boards, flash cards, puzzles, virtual labs, online presentations/vivas and exams (with lockdown browsers and/or remote proctoring). Others submitted via the Digital Learning Platform, such as essays, presentations, projects, dissertations, portfolios, case studies, reports, blogs or reflective writing, digital posters or media projects, mind maps. |
| Block Teaching | Lectures, tutorials and other forms of teaching are provided in an intensive block. | Hosted in an appropriate teaching space and can include a range of activities either within a module or across the programme. | Hosted using appropriate technology. |
| Flipped Learning/ Flipped Classrooms |
A pedagogical approach and a type of blended learning where students complete activities (e.g. view lecture / online material) before attending a face-to-face class. |
Pre-recorded knowledge-based content on the Digital Learning Platform. Facilitated classroom-based activities include discussion with peers and problem-solving exercises. | Both knowledge-based and interactive elements are delivered using appropriate technology via Digital Learning Platform. |
| Independent Study and Independent Learning |
Independent learning places the responsibility for engaging with the curriculum, developing critical thinking skills and depth of understanding of the subject. Independent study is expected in order for students to be able to demonstrate module learning outcomes to a high level, beyond the essential elements of the module, and should be facilitated by teaching staff. |
Facilitated within live lectures and seminars, with recommendations for further reading, activities using reading lists, library materials and additional supporting material on the Digital Learning Platform. | Facilitated remotely using the Digital Learning Platform and TEL tools. |
| Seminar Groups | A timetabled discussion or classroom session consisting of a group of students subdivided from the main cohort. May also be workshop style and include active learning. | The session is delivered on-campus in an appropriate teaching space. | The session is delivered live online using appropriate technology. |
| Socially Distanced Study Space | Designated study spaces on campus that students can use to study independently. | The session is delivered on campus in an appropriate teaching space. | N/A |
| Study Groups | A discussion or classroom session consisting of a group of students from the same cohort where subject related content, transferable skills, academic development and employability is discussed in more depth. May cut across a number of modules, addressing programme learning outcomes. | Delivered on campus in an appropriate teaching space, timetabled, where attendance is monitored. | Online using appropriate technology e.g. Zoom etc, timetabled. Engagement is monitored. |
Mobility Opportunities
Information for students wishing to spend time abroad during a study period or work placement.
Modular Terminology
Module Selection
If you are pursuing a modular programme you will select your optional modules at the start of your programme. Some students may find that they are not able to pursue optional modules and are advised to speak to their Programme Directors. Compulsory modules are normally automatically recorded, but details of all modules must be formally recorded once they have been chosen and approved. It is your responsibility to ensure that you select modules in accordance with the rules as set by the Faculty/School and included in the Faculty/School Handbook.
If you are a returning student you will be required by your Faculty/School to pre-select your optional modules for the next Level of Study at the end of the academic year. If you change your mind and would prefer to select other modules you will be given an opportunity to amend your module profile at the beginning of the academic session. However, you will be permitted to transfer modules and/or programmes as long as the transfers are approved and put into effect within the permitted time-scale.
Modules
A module can be described as a building block of a programme of study. It is a self-contained component and is normally made up of a series of lectures/tutorials/practical's combined with independent study and assessment tasks. Each module has its specific learning outcomes, a syllabus, a teaching/learning pattern and a means of assessing whether or not you have met the learning outcomes. Each module is assigned credit points.
Structure of Modules
The structure of a module can change from subject to subject, and indeed can vary even within a subject. Most modules are based around the formal lecture structure whereby you are expected to attend lectures and to undertake private study. If you are pursuing lecture-based modules you are normally also expected to attend seminars. Other forms of modules would include practical-based modules which will include a large practical element. Naturally the formal contact between you and the academic staff teaching your modules will be greater on the practical-based modules than the lecture based modules. You are advised to refer to the Faculty/School Handbook for more information on the structure of each module.
Compulsory/Core Modules
Although modules are regarded as stand-alone building blocks, Faculties/Schools may group certain modules together and identify them as being compulsory modules for particular programmes. Such modules are regarded as being essential components of certain programmes and hence you must pursue such modules. Details of your compulsory modules are given in your Faculty/School Handbook.
In some disciplines, compulsory modules may also be labelled as ‘core’ modules. Core modules must not only be pursued but they must also be passed. These are particularly relevant in subjects leading to professional qualifications such as Law, Psychology, Social Work, Medicine and Engineering. Unless they are passed, you will not be allowed to progress from one level of study to another or complete the programme.
Optional Modules
Optional modules are chosen by you. Optional modules are normally within the subject area of the programme but can also include other subject areas offered within the Faculty/School or related subjects offered by other Faculties/Schools. Lists of approved optional modules are available in the Faculty/School. Academic staff are always available to advise you on your selection of optional modules.
Normally, by the time you reach the final year of study of an undergraduate programme, the number of compulsory modules will have been reduced to allow for greater choice of optional modules within the Faculty/School, thereby enabling you to study more specialised topics. The choice of optional modules will always be governed by timetabling constraints.
Elective Modules
With the approval of the Home Faculty/School, you are allowed to pursue elective modules. These modules are in a subject area which does not reflect the content of the programme/title of award, for instance, a European language module. The Executive Dean must authorise the selection of an elective module. In some cases, the Faculty/School may identify the elective modules. Elective modules are not permitted for students pursuing Postgraduate Taught programmes.
Replacement Modules
Replacement modules are those modules which are normally studied during the second semester in place of other modules from which a student has withdrawn beyond the permitted deadline of six weeks from the commencement of the module.
Substitute Modules
Substitute modules are those modules which are normally studied during the second semester in place of modules which have been failed during the first semester. You may apply to your home Faculty/School to be permitted to pursue substitute module(s). The marks obtained for substitute modules will be subject to the capping rules.
Module Rules
Faculties/Schools might stipulate that you must have passed certain modules before being allowed to select another, i.e. to pursue module ‘X’ you must have passed module ‘Y’. Module ‘Y’ is called a pre-requisite. Similarly, Faculties/Schools might stipulate that if you select a certain module you must pursue another related module during the same session. These are referred to as co-requisites. On the other hand certain modules are labelled incompatibles, i.e. if you select one module, you are prevented from selecting another related module. You must ensure that you can comply with such requirements before selecting individual modules.
Module Levels
Each module will be assigned a level rating which reflects the academic standard of the module and gives an indication of the demands placed on you. For three year undergraduate programmes these would typically be Level 4, 5 and 6 (Years 1, 2, and 3), Postgraduate Taught Masters programmes would be Level 7, as would the modules in the final year of Advanced Initial Degrees (e.g. MEng, MMath).
You will be expected to progress from one level of study to another during the course of your study as applicable, developing your subject knowledge as you do so.
The Intercalary Year, if you are going abroad to study, is termed Level S and Level E is used to describe a period in industry or work as a language assistant.
Programme Specifications
A programme is a collection of modules structured in such a way as to form an academically acceptable whole. Undergraduate programmes are split into Levels of Study (e.g. three levels for a three-year programme). In programmes with multiple levels of study you will progress from one level of study to the other by being awarded the requisite number of credits. The title of the programme reflects the content, which will have been pre-determined by the Faculty/School. In the case of Postgraduate Taught Master's Degrees, the programme may be split into Part One and Part Two (the directed independent learning stage), Year One and Year Two or may be a continuous flexible programme. In order to progress you must successfully obtain the requisite number of credits.
Each programme in Swansea has a definite structure which has been drawn up by the Faculties/Schools and approved by the University. The programme outline is produced by each Faculty/School in the form of a ‘programme specification’, which focuses on single programmes of study, and outlines the intended knowledge, understanding, skills and attributes which you would expect to gain upon completion of that programme. Programme specifications also give details of the teaching and assessment methods in use, as well as linking the programme to the Quality Assurance Agency's Subject Benchmark statements, the Framework for Higher Education Qualifications and to the Credit and Qualification Framework for Wales.
Swansea University normally requires that programme specifications be available in the Faculty/School Handbook, showing the structure of programmes with a clear indication of the compulsory and optional modules, and details of the learning outcomes of the programme.
Qualification Descriptors
Qualification descriptors set out typical expectations of knowledge and understanding that you should gain and be able to demonstrate on successfully completing your programme. They are a guide to the setting of appropriate standards according to what type of programme you are following, e.g. undergraduate, taught postgraduate, postgraduate research, etc. More specific expectations at undergraduate level are outlined in the different ‘subject benchmarks statements’ produced by the Quality Assurance Agency for Higher Education (QAA).
Swansea University has adopted descriptors for its degrees/awards programmes which incorporate the qualification descriptors articulated in the UK Quality Code: Qualifications and Credit Frameworks.
By applying qualification descriptors to its awards, Swansea University aims to improve graduate mobility by ensuring that the level and quality of your award is quickly and easily compared with European counterparts for either employment or further study purposes.
For further information about subject benchmarks, qualifications descriptors and the relationship between the UK and European frameworks, visit the QAA’s website www.qaa.ac.uk under ‘https://www.qaa.ac.uk/quality-code’.
Structure of the Academic Year and Length of the Teaching Day
Terms and Semesters
The teaching pattern for most students pursuing degree programmes of study will be based on two semesters which fit into a three-term structure, Michaelmas term, Lent term and Summer term. For a full breakdown of dates for current and future academic sessions go to Term and Semester Dates.
Academic Year Structure for Undergraduate Programmes
Modules can be taught in either Semester, or can be taught throughout the session across Semesters. Modules falling into this latter category are termed ‘long modules’ since they run across Semesters. Some Faculties/School s also offer very intensive short modules, taught over a one/two-week period. These are normally restricted to the final year of Advanced Initial Degrees (e.g. MEng, MMath).
If you are pursuing programmes in the Faculty of Medicine, Health and Life Science the teaching patterns will differ due to the different teaching requirements imposed by professional bodies. Details will be given in your Faculty/School Handbook.
Academic Year Structure for Postgraduate Taught Master’s Programmes
The structure of the academic year for one-year Standard and Flexible Postgraduate Taught Master’s programmes is for a period of 12 months if you are a full-time student. For Standard One year programmes, Part One (the pursuit of taught modules) is normally completed over a period of approximately 9 months, and Part Two (the dissertation) over a period of approximately 3 months.
In the case of Extended two-year programmes, Part One is normally completed over a period of 9 months in Year One, with Part Two (the dissertation) normally completed over a period of 8 months in Year Two. Some postgraduate programmes, however, teach and assess their Part One modules to a format outside the normal undergraduate teaching pattern, for example through an intensive week or weekend study with an examination at the end of the module, and/or an assignment to be completed shortly thereafter. Details will be given in your Faculty/School Handbook.
Postgraduate Diploma
The structure of the academic year if you are a full-time Postgraduate Diploma student shall normally mirror that of Part One of a Standard Taught Masters programme.
Postgraduate Certificate
If you are a Postgraduate Certificate student the structure of the academic year will be outlined in your Faculty/School Handbooks.
Length of the Teaching Day
The teaching day will normally be from 09:00 to 20:00 on Mondays, Tuesdays, Thursdays and from 09:00 to 18:00 on Fridays. Teaching on a Wednesday will run from 09:00 to 14:00. The University will work to minimise teaching sessions held on Wednesdays between 13:00 and 14:00 as far as possible, with the aim of delivering teaching from 09:00 to 13:00 only on a Wednesday. Students on work-based placements or on a small number of programmes with professional requirements may have scheduled teaching sessions on Wednesdays after 14:00. Where this is the case students with sporting or other commitments should discuss this with their tutor or lecturer.
Where lectures are re-scheduled (due to unavoidable absence or other event) and if the only available timetable slot is after 18:00/20:00 (or 14:00 on a Wednesday), lectures should be recorded and made available via Panopto to all students. Scheduling additional sessions such as tutorials, seminars or other activity after 18:00/20:00 (and after 14:00 on Wednesdays) is only permissible where there is an alternative timetabled session available for students to attend (provided that the alternative timetabled session available for students to attend should be before 18:00/20:00 and before 14:00 on Wednesdays).
This does not apply to provision aimed at part-time students delivered in the evenings.
Swansea University Contact Hours
This document is informed by the QAA’s guidance on contact hours (2011), guidance on Teaching Intensity published by the Office for Students in relation to TEF, and HESA ‘Guided Learning Hours’ definitions.
What is meant by ‘Contact Hours’ or ‘Contact Time’?
Contact Hours or Contact Time is a broad description applied to how much time students can expect to engage with University staff (either in person or online) whilst learning and should be structured, focused, purposeful and interactive.
Contact Time, together with time allocated for independent study and assessment, determines the total student study hours for a module or programme. Although there are separate hours allocated for each of these activities, they should always be clearly linked together in order to support effective learning.
Contact time can:
• Take a wide variety of forms depending on your subject, as well as where and how you are studying;
• Include both ‘physical’ in person and ‘virtual’ online engagement;
• Be with various different people within the University, e.g. a lecturer, a technician or member of support staff, or an employer (in the case of work-based learning);
• Be online rather than in person, for example through Zoom/Skype lectures/seminars, online discussion forums, webinars or even email or live chat.
Some of the most common examples are:
• Lectures
• Seminars
• Tutorials
• Project supervision
• Demonstrations
• Practical/laboratory classes and workshops
• Supervised time in a studio/workshop
• Fieldwork
• External visits
• Work-based learning (including placements)
• Personal Tutoring Sessions
Other less obvious, but still significant, examples might include:
• Office hours (where staff are available for consultation)
• Interaction by email, and other electronic or virtual media
• situations where feedback on assessed work is given (one-to-one or in a group).
The University has defined what is meant by each of the Learning and Teaching terms it uses on its website.
Online Contact Time
Online contact time can be ‘Live’ (or ‘synchronous’), using real-time environments such as Zoom/Skype or Canvas; or self-directed (or ‘asynchronous’), using tools such as tutor-moderated discussion forums, blogs or wikis. Online (or ‘Remote’) contact time is always characterised by academic presence and engagement within a specified time-frame (this definition is based on the one provided by the QAA).
How much Contact Time should I have?
Contact time will differ by subject and the requirements of your Programme or Module. For example, for an English or history degree where you are expected to spend more time reading and researching, contact time will be lower than for Biology, when you will spend more time in a laboratory.
Contact time is calculated on an indicative basis of 2 hours per credit within an overall structure of ‘Notional Hours’. Notional hours represent the total time it should take you to complete a module including, formal teaching, private study time, revision and assessment. Notional hours are normally calculated by multiplying the module credit value by 10 (10 credits = 100 Notional hours). This would mean for a 10 credit module you will receive approximately 20 formal contact hours, allowing for variance of plus or minus 25% to account for subject variation. Contact time can be defined in a number of ways, as shown in the table below. There is no hierarchy in terms of what form of contact is ‘best’ – they are all equally valuable.
Contact Time and ‘Value for Money’
Does more contact time mean better value for money? Not necessarily. The number of contact hours on a course is influenced by the subject, as well as how and where students are studying. Therefore a relatively low number of hours might just as likely be associated with a good quality student experience as a high number.
The QAA believes that a good quality experience for students is one where they are given the best opportunities to succeed in their studies. These factors are referred to as 'learning opportunities' and the QAA discusses how well a given institution manages them. Quality can therefore be linked to a wide range of factors, including teaching, support services, access to learning spaces and resources, and assessment and feedback processes. There is no evidence to suggest that quality and student experience, understood in this sense, can be measured reliably by contact hours.
The definition of contact hours is also key – students perceive that ‘contact’ is the amount of time they spend in the classroom. As highlighted above, this will naturally vary by subject, but also there are now a wide variety of tools and methods for students and staff to contact one another, which supports, enables and facilitates learning, which is the students’ primary goal.
‘Contact Time’ Descriptions for Learning Activities
To help ensure a shared understanding of the various types of activity that can comprise ‘contact time’, the following set of definitions are provided:
| Learning Activity | Mode | Description |
|---|---|---|
| Seminars/Tutorials/Interactive Small Group Sessions | IN PERSON | These are in person interactive sessions, for example seminars or workshops. These sessions will normally be taught in smaller groups. Specialist space is not typically required other than flat floor space. The activity is timetabled. |
| Seminars/Tutorials/Interactive Small Group Sessions | ONLINE | These are online interactive sessions, for example seminars or workshops. These sessions will normally be taught online in smaller groups via Zoom or other platforms. The activity is timetabled. |
| Subject Specialist Sessions | IN PERSON | These are normally in person sessions, usually in small groups, that make use of specialist space, for example laboratory sessions. The activities are timetabled. |
| Interactive Large Group Teaching | IN PERSON | These are interactive sessions, for example team-based learning or workshops. These sessions will normally be taught in larger groups. Specialist space is not typically required other than flat floor space. The activities are timetabled. |
| Interactive Large Group Teaching | ONLINE | These are interactive sessions, for example team-based learning or workshops. These sessions will normally be taught online in larger groups via Zoom or other platforms. The activities are timetabled. |
| Active Learning | IN PERSON |
Learning which is enhanced by undertaking activities where learners engage actively with content (e.g. using formative quizzes, reflection, group tasks and collaborative activities). Normally defined as ‘not didactic’. Typically takes place in a flat floor teaching space, PC Lab or other specialist teaching space. Active learning can also take place in a traditional lecture theatre. Appropriate technology may be used within the classroom to facilitate group activities. |
| Active Learning | ONLINE |
Learning which is enhanced by undertaking activities where learners engage actively with content (e.g. using formative quizzes, reflection, group tasks and collaborative activities). Normally defined as ‘not didactic’.
|
| Flipped Learning | IN PERSON |
A form of blended/active learning in which students engage with instructional elements (e.g. lecture material) in their own time rather than in the lecture theatre. This precedes a live synchronous class where learning is done in an interactive way to maximise engagement. This is designed to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers/educators. Typically designed as a flipped classroom whereby asynchronous self-paced material is provided on the Digital Learning Platform ahead of a live interactive session timetabled in an appropriate teaching space on campus. Contact time may be counted where students interact with staff within the ‘Flipped’ process, but not when students are preparing independently for flipped learning. |
| Flipped Learning | ONLINE |
A form of blended/active learning in which students engage with instructional elements (e.g. lecture material) in their own time rather than in the lecture theatre. This precedes a live synchronous class where learning is done in an interactive way to maximise engagement. This is designed to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers/educators. Both asynchronous and synchronous elements are delivered using appropriate technology. Contact time may be counted where students interact with staff within the ‘Flipped’ process, but not when students are preparing independently for flipped learning. |
| Live Lectures | IN PERSON | Reserved for those occasions where there is a requirement to bring a cohort together (e.g. guest lectures, cohort induction). Students may have the opportunity to interact with the lecturer. The activities are timetabled. |
| Live Lectures | ONLINE | Reserved for those occasions where there is a requirement to bring a cohort together (e.g. guest lectures, cohort induction). Students may have the opportunity to interact with the lecturer. The activities are timetabled. |
| Assessment (Formative or Summative) | IN PERSON |
Assessment allows students to demonstrate that they have met the learning outcomes of a module. Formative assessments are informal assessments that are used to assist student learning, gauge student understanding and inform teaching practices. Summative assessments sum up what a student has learned in a module and count towards their final grade for that module; they can take many different forms, including end-of-module exams or continuous assessments during the module. In-person assessments include timetabled exams in dedicated rooms, and also class tests, presentations, vivas and OSCEs, where students must be physically present for the assessment to take place. Assessments are normally student led and independent, and are not normally counted within formal contact time. |
| Assessment (Formative or Summative) | ONLINE |
Assessment allows students to demonstrate that they have met the learning outcomes of a module. Formative assessments are informal assessments that are used to assist student learning, gauge student understanding and inform teaching practices. Summative assessments sum up what a student has learned in a module and count towards their final grade for that module; they can take many different forms, including end-of-module exams or continuous assessments during the module. Assessment that are entirely remotely include MCQs, quizzes, short answer, fill-in-the-blank, true/false, multiple drop-down, multiple answer, matching, numerical answer, discussion boards, flash cards, puzzles, virtual labs, online presentations/vivas and exams (with lockdown browsers and/or remote proctoring). Other forms of assessment are simply submitted via the VLE, such as essays, presentations, projects, dissertations, portfolios, case-studies, reports, blogs or reflective writing, digital posters or media projects, mind maps. Assessments are normally student led and independent, and are not normally counted within formal contact time. |
| Personal Tutoring Sessions | IN PERSON | Timetabled meeting between Personal Tutor and a student, either one-to-one sessions or group sessions. Meetings occur in the Personal Tutor’s office or in a bookable room within a Faculty/School. Attendance is recorded. |
| Personal Tutoring Sessions | ONLINE | Timetabled meeting between Personal Tutor and a student, either one-to-one or in a small groups. Meetings occur using video conferencing technology (e.g. Skype/Zoom). Attendance is recorded. |
| ‘Office Hours’ | IN PERSON | Drop in time allocated for students to engage with academics. |
| ‘Office Hours’ | ONLINE | Online agreed ‘drop in’ time allocated for students to engage with academics. |
| Project Supervision | IN PERSON | Scheduled or ad hoc supervision time supporting students working on projects or dissertations. |
| Project Supervision | ONLINE | Online scheduled or ad hoc supervision time supporting students working on projects or dissertations. |
| Off-site activities | IN PERSON | On some courses; the opportunity for fieldwork, putting what students have learned into practice, as well as expanding knowledge of a given subject, or visit an environment linked to the course. The activities are timetabled. |
| Work-Based or Placement Learning | IN PERSON | This refers to any period of planned activity whereby students engage with a third party workplace as an integral part of their programme of study, and where supervision of the student is provided by the tutor or the third party. |
| Online/ Blended learning activities with academic input | ONLINE | This category comprises a range of approaches where students work individually or in groups on learning activities that are categorised primarily by being facilitated online. They are part of a package of work that could include something to read, watch or listen to, followed by active online engagement including interaction with an academic. They may be synchronous or asynchronous. These activities may feed in to other sessions (see above) either as preparation, follow-up, or midway through an activity, or any combination thereof. They are an integral part of the learning and teaching for the module. |
| Live (synchronous) online teaching | ONLINE |
Any teaching sessions that are delivered ‘live’ online, including one-to-one online teaching. Students are given the opportunity to interact with the lecturer. The activities are timetabled. Examples include live streamed lectures, Zoom seminars or tutorials, live supervision (one-to-one or group), live feedback sessions, active moderation of online discussion forums etc. |
| Self-Directed (asynchronous) online learning | ONLINE |
“…does not occur in the same place or at the same time for a whole cohort” (QAA). Students learn at their own pace, normally using signposted materials. Not normally timetabled but time is allocated within a module. Educators are not necessarily present ‘live’, but students may work in groups, and the approach still requires interaction between academics and students. Examples which can be recorded as ‘contact’ include asynchronous tutorial discussions, tutor-facilitated discussion boards, and tutor-facilitated collaborative or individual projects such as wikis, padlets, blogs and e-portfolios and Email discussion. While they may not be present at the same times as the students, staff members actively, iteratively and directly engage with students to facilitate and guide learning, and are visible, engaged and active in the virtual learning environment. Asynchronous online learning contact hours do not include students’ independent study (for example, a student re-watching a recorded lecture, working through course materials without guidance from staff, or reviewing lecture notes that had been posted to the virtual learning environment. |
Swansea University Credits
Credit points can be regarded as the currency for modular programmes. Each module is allocated a fixed credit weighting which gives an indication of the workload associated with that module.
You are expected to devote approximately the same amount of time for modules which have the same credit weighting. In a practical-based module, most of your time will be spent on practical work and in preparing for assessment. In a lecture-based module a considerable amount of your time will be spent on private study. In total, you will be expected to spend approximately 100 hours studying per 10 credit point module. This will include formal teaching sessions/laboratory/practical work, private study, revision and assessment.
Undergraduate Credit Allowance
Full-time undergraduate students will normally pursue a total of 120 credits a year. If you have registered for a three-year honours degree programme you will therefore be expected to pursue modules attracting 360 credit points; for a four-year programme it will be 480. For full details of the credit requirements of various programmes, please refer to the specific regulations found in the section entitled Undergraduate Award Regulations.
If you are a part-time student you are normally expected to pursue modules totalling 60 credit points per academic year, although this requirement can be adjusted slightly with the permission of the Executive Dean, provided that the minimum and maximum requirements of 30 and 90 credit points, respectively, are honoured.
Full-time students will pursue the following number of credits:
| Standard (One Year) Taught Masters programmes | 180 credits, with 120 credits in Part One of your programme and 60 credits in Part Two. |
|---|---|
| Extended (Two Year) Taught Masters programmes | 240 credits, with 120 credits in Year One of your programme and 120 credits in Year Two. |
| Flexible (One Year) Taught Masters programmes | 180 credits. |
If you are a part-time Taught Masters student you are normally expected to pursue modules selected in consultation with your Programme Co-ordinator. Part-time students will normally pursue between 30 and 60 credits each year.
Postgraduate Diploma students are expected to pursue 120 credits and Postgraduate Certificate students 60 credits.
European Credit Transfer System Credits (ECTS)
The European Credit Transfer System (ECTS) was developed to provide common procedures to guarantee academic recognition of studies abroad. It provides a way of measuring and comparing academic merits and transferring them from one institution in Europe to another.
Swansea University credits values are translated into ECTS credit values by dividing the Swansea credit value by two. For example 20 Swansea credits is equivalent to 10 ECTS credits.
Official documentation, such as the academic transcript and the Higher Education Achievement Report, available to you when you complete your programme of study in Swansea will refer to both Swansea and ECTS credits.
Time Limits for Completing Your Programme
Your Faculty/School, and especially your Personal Tutor, will be monitoring your progress throughout your time of study encouraging you to complete your programme within the set deadlines. Students are urged to talk to their Personal Tutor about any problems or concerns they may have if they feel their progress is not as expected.
The regulations governing the completion of a programme of study within a prescribed time limit can be found in your specific Award Regulations.
Students who fail to complete their programme within the prescribed time limit may be eligible for an exit award.
However, in exceptional cases, an application can be made for an extension to the time limit. You should contact your Faculty/School to make an application, which will be forwarded to the Director of Education Services where the case will be considered administratively on behalf of the Student Cases Board. Please note that independent evidence confirming the basis of the application will be required for all extension requests.
A summary of the time limits (termed ‘candidature’) can be found under the links below:
Normal Duration of Candidature for Undergraduate Students
* Mode of attendance refers to whether you are studying the programme on a full-time, part-time or ‘mixed’ basis - i.e. you may, upon application to the Faculty/School, and subject to the relevant regulations transfer between modes should you wish to and if the programme is delivered in the other mode.
Normal Duration of Candidature for:
Timetables
Teaching timetables are prepared by the Timetabling Department and examination timetables by the Examinations Office in Education Services. Although every effort is made to ensure that such timetables are clash-free, it is recognised that you might be prevented from pursuing a module due to timetabling constraints. You are advised to raise any problems arising from timetables with your Home Faculty/School in the first instance, and with the appropriate member of staff in either the Timetabling Department or the Examinations Office, should the problem persist.