Glossary of Terms related to Online and Blended Learning / Vocational / Higher Education

Term

Definition

Accreditation

The process by which a course or training programme is officially recognized and approved.

Adult education

Education specifically targeting individuals who are regarded as adults by the society to which they belong to improve their technical or professional qualifications, further develop their abilities, enrich their knowledge with the purpose to complete a level of formal education, or to acquire knowledge, skills and competencies in a new field or to refresh or update their knowledge in a particular field. It denotes all forms of non-vocational adult learning, whether of a formal, non-formal or informal nature

Aims (of study unit/module/programme/course)

• Broad general statements on the intentions of the academic delivering the teaching, covering the management and teaching aspects.

• Contrary to learning outcomes that are written from the learner’s point of view, aims are written from the educator’s point of view.

Assessment

• The sum of methods and processes used to evaluate the attainments (knowledge, know-how, skills and competences) of an individual, and typically leading to certification.

• All methods used to appraise performance by gathering evidence to determine whether learners, trainers, training methodologies, programmes and institutions have achieved the required standards.

Assessment for learning

See “Formative assessment”.

Assessment of learning

See “Summative assessment”.

Asynchronous learning

Learning online at different time and/or place using an online learning platform. Example of asynchronous learning is use of discussion forums and email for learning where the learner and the tutor are not in contact at precisely the same time.

Audit

An independent, objective assurance activity designed to add value and improve an organization’s operations. It helps an organization accomplish its objectives by bringing a systematic, disciplined approach to assess and improve the effectiveness of risk management, control and governance processes.

Badge

Recognition for learning usually awarded to non-formal and informal learning outside formal accreditation such as the EQF. This may include online courses such as MOOCs, voluntary work and on-the-job training.

Basic skills

The skills needed to live in contemporary society, e.g. listening, speaking, reading, writing, mathematics and ICT.

Benchmarking

The process of comparing an organization’s performance, practices and procedures with those of leaders in the same or a different field of activity, in order to identify areas for improvement.

Blended learning

• Blended learning is a teaching and learning approach that demonstrates blend of different methods, technologies, and resources to improve student learning. Some examples of blended learning are flipped classroom, online interaction followed by face-to-face teaching, online learning supplemented by face-to-face practical, etc.

• A formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace, and at least in part at a supervised brick-and-mortar location away from home.

Capacity building

The process by which individuals, groups, organizations, institutions and societies increase their ability to (1) Perform core functions, solve problems, define and achieve objectives and (2) Understand and deal with their development needs in a broad context and in a sustainable manner.

Certification

The formal acknowledgement of successful achievement of a defined set of outcomes.

Course

• A structured and integrated programme of education or training, usually consisting of a number of modules (subjects) or shorter programmes, and leading to the award of a qualification.

• A unit of instruction comprising a sequence of educational activities in a particular field or range of related fields of education. This can also be referred to as a 'module', 'unit' or 'subject'.

Competence

• The application of knowledge and skills in context which is described using learning outcomes.

• The individual’s ability to use, apply and demonstrate a group of related awareness, knowledge, skills and attitudes in order to perform tasks and duties successfully and which can be measured against well-accepted standards (levels) required in employment as well as assessed against provided evidences at work location. The competency affects both individual’s job responsibility and performance on the job and usually fall into two categories, namely technical and behavioral.

Competency-based training

• An approach to vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training. Competency-based training programs are often comprised of modules broken into segments called learning outcomes, which are based on standards set by industry, and assessment is designed to ensure each student has achieved all the outcomes (skills and knowledge) required by each module.

• Training which develops the awareness, skills, knowledge and attitudes required to achieve certain competency standards (levels).

Credential

Formal certification issued for successful achievement of a defined set of outcomes, e.g. successful completion of a course in recognition of having achieved particular awareness, knowledge, skills or attitude competencies; successful completion of an apprenticeship or traineeship.

Credit

• Unit in which the successful completion of courses or modules is earned and documented during and at the end of an education programme. Credits express the volume of learning based on a typical workload needed to achieve the expected learning objectives.

• A quantified means of expressing the volume of learning based on the achievement of learning outcomes and their associated workloads

• 1 credit = 1 ECTS/ECVET

Credit transfer

The process by which credits gained in one institution or system may be recognised in another institution or system.

Curriculum

• The inventory of activities implemented to design, organise and plan an education or training action, including the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.

• The term curriculum refers to the design, organisation and planning of learning activities, while the term programme refers to the implementation of these activities.

CVET (Continuing vocational education and training)

A training process or activity which has as its primary objective the acquisition of new competences or the development and improvement of existing ones, and which is financed at least partly by the enterprises for their employees, who either have a working contract or who benefit directly from their work for the enterprise, such as unpaid family workers and casual workers. The training processes or activities must be planned in advance and must be organised or supported with the special goal of learning.

Cycle

The three sequential levels identified by the Bologna Process (first cycle, second cycle and third cycle) within which all European higher education qualifications (EQF) are located.

Digital Literacy

• Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology (ICT) for work, leisure, learning and communication.

• Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills.

Diploma

An official document, issued by an awarding body, which records the achievements of an individual following an assessment and validation against a predefined standard.

Distance Learning

Also known as e-learning or online learning, it is a form of education in which teachers and students are physically separated. Various Internet technologies allow for teachers and students to interact and communicate. Traditional distance learning focused on individuals in remote areas and it used to be via mail.

Early school leaver

The percentage of the population aged 18-24 with only lower secondary education or less and no longer in education or training.

ECTS (European credit transfer and accumulation system)

A systematic way of describing a higher education programme by attaching credits to its components (modules, courses, placements, dissertation work, etc.), to: make study programmes easy to read and compare for all students, local and foreign; encourage mobility of students and recognition of formal, non-formal and informal learning;  help universities to organise and revise their study programmes.

ECVET (European credit system for vocational education and training)

A device in which qualifications are expressed in units of learning outcomes to which credit points are attached, and which is combined with a procedure for validating learning outcomes. The aim of this system is to promote:

– mobility of people undertaking training;

– accumulation, transfer and validation and recognition of learning outcomes (either formal, non-formal or informal) acquired in different countries;

– implementation of lifelong learning;

– transparency of qualifications;

– mutual trust and cooperation between vocational training and education providers in Europe.

Education

Broadly speaking, education refers to any act or experience that has a formative effect on an individual's mind, character, or physical ability.

In its technical sense, education is the formal process by which society, through schools, colleges, universities and other institutions, deliberately transmits its cultural heritage and its accumulated knowledge, values and skills to the next generation.

Educator

An inclusive term referring to teachers at schools; lecturers at colleges, traditional universities, comprehensive universities, and universities of technology; trainers in workplaces; facilitators, assessors, moderators, and people teaching, educating, training, facilitating or assessing learners across the board.

E-learning

• Learning supported by information and communication technologies (ICT).

• An umbrella term that refers to the use of any digital device for teaching and learning, especially for delivery or accessing of content. Thus e-Learning can take place without any reference to a network or connectivity.

E-learning platform

A web-based software system that assists teachers to manage courses and deliver lessons online. It helps in administration, tracking and reporting of learning process. Also known as Virtual Learning Environment (VLE) or Learning Management System (LMS).

Elective

An elective course/unit/module is one chosen by a student from a number of optional subjects or courses in a curriculum, as opposed to a required course which the student must take.

EQAVET (European quality assurance in vocational educational training)

Reference framework to help EU Member States and participating countries develop, improve, guide and assess the quality of their own vocational education and training systems.

EQF (European Qualifications Framework)

An overarching framework that makes transparent the relationship between European national higher education frameworks of qualifications and the qualifications they contain. It is an articulation mechanism between national frameworks.

Equivalency

The comparison of one qualification with another based on a curriculum comparison that enables the degree of similarity of the qualification to be established by a subject matter expert. Equivalency is typically determined by competent recognition authorities.

Evaluation

Evaluation is the systematic and objective assessment of an ongoing or completed policy, plan, or programme, including its design, implementation, and results. It aims to assess the relevance and fulfilment of objectives and strategies with the intention of informing decision-making. ‘Formative’ evaluation relates to ongoing activities and helps guide implementation. ‘Summative’ evaluation assesses the results of a particular initiative, after completion.

Flipped Classroom

Flipped classroom is a form of blended learning where learners read or watch online lecture materials at home, before participating in interaction in a classroom environment.

Formal education and training

Education or training provided in educational institutions, such as schools, universities, colleges, or off-the-job in a workplace, usually involving direction from a teacher or instructor.

Formative assessment

Assessment done during learning for learners to improve their work. Also known as “assessment for learning”.

Further Education

Post-secondary education, including higher education, adult education, and vocational education and training.

Gender equality

Boys and girls would experience the same advantages and disadvantages in educational access, treatment and outcomes. Insofar as it goes beyond questions of numerical balance, equality is more difficult to define and measure than parity. The achievement of full gender equality in education would imply: equality of opportunities; equality in the learning process; equality of outcomes; and equality of external results.

Generic skills

A skill which is not specific to work in a particular occupation or industry, but is important for work, education and life generally, including communication skills, mathematical skills, organizational skills, computer literacy, interpersonal competence and analytical skills.

Google Apps for Education

A suite of online apps, including email, calendar, office applications and web hosting, provided for free to educational institutions by Google Inc.

Hard skills

The technical and analytical competencies and know-how that allow the worker to perform the mechanical aspects of a job.

Higher education

Education at ISCED (International Standard Classification of Education)  level 5 or above.

Human capital

Knowledge, skills, competences and attributes embodied in individuals that facilitate personal, social and economic well-being.

ICT (Information and Communication Technology)

Technology that provides for the electronic input, storage, retrieval, processing, transmission and dissemination of information.

ICT/digital competences

Digital competences involve confident and critical use of information society technology (ICT) in the general population and provide the necessary context (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. Digital competences are defined as the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of ICT influenced contexts.

ICT/digital skills

The skills needed to use efficiently the elementary functions of information and communication technologies (essentially word/image/data processing, Internet and e-mail).

Inclusion

Inclusion is seen as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.

Informal education/learning

Learning resulting from everyday activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective.

Internship

A student or a TVET Institution’s graduate undergoing supervised practical training.

IVET (Initial vocational education and training)

A work-based training process or activity for apprentices/trainees. It leads to a formal qualification. The activities are often financed (partly or wholly) by the enterprise, but this is not a mandatory condition. Apprentices/ trainees often have a special training contract.

ISCED (International Standard Classification of Education)

A statistical framework for organizing information on education maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Key competences

The application of universal knowledge and skills across a range of social, work, and geographical settings (Key competences are also referred to as critical cross-field outcomes, transferable skills and core competences). There 8 key competences:

• Communicating in mother tongue

• Communicating in foreign languages

• Mathematical, science and technology

• Digital competence

• Learning to learn

• Interpersonal/intercultural/social/civic

• Entrepreneurship

• Cultural education

Knowledge

Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.

KPI (Key Performance Indicators)

(also known as Key Success Indicator) Indicators help an organization define and measure progress toward organizational goals. Once an organization has analyzed its mission, identified all its stakeholders, and defined its goals, it needs a way to measure progress toward those goals. Key Performance Indicators are those measureme.

Learner

An inclusive term referring to anyone learning, including pupils at school; students at colleges, traditional universities, comprehensives, and universities of technology; apprentices, learners in learnerships, interns; people undergoing training, and people learning non-formally and informally as well as people enrolled for particular qualifications or part qualifications.

Learning

• Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.

• Learning is understood here to be the process of acquiring such knowledge. It is both a process and the result of that process; a means, as well as an end; an individual practice as well as a collective endeavour. Learning is multifaceted reality defined by the context. What knowledge is acquired and why where, when and how it is used represent fundamental questions for the development of individuals and societies alike.

Learning objectives

• Specification of learning outcomes to be achieved upon completion of an educational or learning activity. These encompass improving knowledge, skills and competencies within any personal, civic, social or employment related context. Learning objectives are typically linked to the purpose of preparing for more advanced studies and/or for an occupation or trade or class of occupations or trades.

• Written from an academic management point of view.

• Sometimes used instead of learning outcomes but learning outcomes should be preferred as the latter are from the learner’s point of view.

Learning outcomes

• Statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.

• Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.

• Written from the learner’s point of view.

Levels

Represent a series of sequential steps (a developmental continuum), expressed in terms of a range of generic outcomes, against which typical qualifications can be positioned. A level descriptor describes such terms.

Lifelong Learning

This refers to all general education, vocational education and training, non-formal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. It includes the provision of counselling and guidance services.

Literacy

According to UNESCO’s 1958 definition, the term refers to the ability of an individual to read and write with understanding a simple short statement related to his/her everyday life. The concept of literacy has since evolved to embrace several skill domains, each conceived on a scale of different mastery levels and serving different purposes.

LMS (Learning Management System)

Often also called as course management system or virtual learning environment, is a web-based software system that assists teachers to manage courses and deliver lessons online. It helps in administration, tracking and reporting of learning process.

Low-qualified/qualification

Having qualifications at level 1 of the European qualifications framework (EQF) for lifelong learning, that is: basic general knowledge, basic skills required to carry out simple tasks, and competence to work or study under direct supervision in a structured context.

Low-skilled

Having qualifications, especially in literacy and numeracy, below ISCED level 3.

MOOC (Massive Open Online Course)

An online course available for large enrolment on the open web, where open largely refers to open registration, and not necessarily courses in open licence.

Mobile learning

Mobile learning involves the use of mobile technology, either alone or in combination with other information and communication technology (ICT), to enable learning anytime and anywhere. Learning can unfold in a variety of ways: people can use mobile devices to access educational resources, connect with others, or create content, both inside and outside classrooms. Mobile learning also encompasses efforts to support broad educational goals such as the effective administration of school system.

Module

A self-contained block of learning which can be completed on its own or as part of a course and which may also result in the attainment of one or more units of competency. Also known as “study unit” or “unit”.

MOODLE

The name of one particular e-learning platform (VLE or LMS) created in Australia to provide educators, administrators and learners with a system to create personalised learning environments.

MQF (Malta Qualifications Framework)

Assists in making the Maltese qualifications system easier to understand and review, and more transparent at a national and international level. The MQF is also a referencing tool that helps to describe and compare both national and foreign qualifications to promote quality, transparency and mobility of qualifications in all types of education. It is mainly referenced to the European Qualifications Framework (EQF) as well as to other non-European qualifications frameworks.

MQRIQ (Qualifications Recognition Information Centre)

The competent body within the NCFHE that recognises qualifications against the MQF. It provides recognition and comparability of both academic and vocational  qualifications, using both the MQF and the European Qualifications Framework (EQF) to provide recognition advice on both local and international qualifications. It also assists in the recognition of Maltese qualifications abroad.

Non-formal education/learning

• Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.

• Learning that takes place through a program of instruction but does not usually lead to the attainment of a formal qualification or award, for example, in-house professional development programs conducted in the workplace.

NQF (National framework of qualifications)

The single description, at national level or level of an education system, which is internationally understood and through which all qualifications and other learning achievements in higher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications. See MQF (Malta Qualifications Framework).

NCFHE (National Commission for Further and Higher Education)

Launched in Malta in 2012 "to foster the development and achievement of excellence in further and higher education in Malta through research, effective licensing, accreditation, quality assurance and recognition of qualifications established under the Malta Qualifications Framework."

Online learning

Online learning is e-learning with a mandatory involvement of a digital network which a learner needs in order to access at least part of the learning materials and services. Online learning refers to network enabled teaching and learning that allows the learner to have increased interaction with content, teacher and other learners.

Open and distance learning (ODL)

A system of teaching and learning characterized by separation of teacher and learner in time and/or place; uses multiple media for delivery of instruction; involves two-way communication and occasional face-to-face meeting for tutorials and learner-learner interaction.

OER (Open Educational Resources)

• Defined by the OER Paris Declaration 2012 as any “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”.

• OER are digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research. OER include:

• Learning Content: full courses content modules, learning objects, collections and journals.

• Tools: software to support the development, use, re-use and delivery of learning content including searching and organization of content, content and learning managements systems, content development tools, and on-line learning communities.

• Implementation resources: intellectual property licenses to promote open publishing of materials, design principles of best practices, and localisation of content”

Open learning

Policies and practice of openness in entry requirements (with minimal or no restriction on qualifications), choice of courses, place of study and time, etc. It is an educational philosophy where learning can happen anywhere, anytime from any resource, and therefore, this can be seen as a practice in face-to-face institutions.

Permeability

Capacity of education and training systems to enable learners to:

• access and move among different pathways (programmes, levels) and systems;

• validate learning outcomes acquired in another system or in non-formal/informal settings.

Post-secondary education

All education beyond secondary school level, including that delivered by universities, further education colleges and community providers.

Post-secondary (non-tertiary) education

These programmes straddle the boundary between upper secondary and tertiary education. They serve to broaden the knowledge of upper secondary education graduates. These programmes are designed to prepare students for studies at first stage of tertiary education or for direct labour market entry. They do not lead to a tertiary qualification.

Pre-vocational education

Education preparing students for the world of work, including counselling on career choices, training in general work skills and habits, and work experience.

Programme

A coherent set or sequence of educational activities designed and organized to achieve pre-determined learning objectives or accomplish a specific set of educational tasks over a sustained period. Within an education programme, educational activities may also be grouped into sub-components variously described in national contexts as 'courses', 'modules', 'units' and/or 'subjects'. A programme may have major components nor normally characterised as courses, units or modules -for example, play-based activities, periods of work experience, research projects and the preparation of dissertat.

Qualification

• Certification awarded to a person on successful completion of a course in recognition of having achieved particular knowledge, skills or competencies.

• The requirements for an individual to enter or progress within an occupation.

• The formal outcome (certificate, diploma or title) of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards and/or possesses the necessary competence to do a job in a specific area of work.

Quality assurance

Quality assurance encompasses any activity that is concerned with assessing and improving the merit or the worth of a development intervention or its compliance with given standards. Note: examples of quality assurance activities include appraisal, RBM (risk-based monitoring), reviews during implementation, evaluations, etc. Quality assurance may also refer to the assessment of the quality of a portfolio and its development effectiveness.

Recognition of learning

The principles and processes through which the knowledge, skills and competences of a person are made visible, mediated and assessed for the purposes of certification, progression and professional standing. Recognition can take place by making learning explicit through the codification of knowledge, skills and competences in qualifications, but it is not limited to this form.

Sectoral skills

Sectoral skills refer to those skills that are relevant to a particular sector e.g. hospitality, engineering, etc. These sectoral skills are determined by the demands of the labour market.

Self-directed learning

Learning by oneself without the aid of an instructor.

Skill

Refers to the ability to apply knowledge, use know-how to complete tasks and solve problems and carry out the tasks that comprise a particular job.

As an overarching/multidimensional concept/term, “skill” can be also used as a proxy measure on occupation, qualification, educational attainment (these measures have the benefit of being readily available in a range of quantitative datasets).  Other abilities, used at daily work, such as teamwork and problem-solving, are also considered as skills (however it is not always easy to be measured due to their subjective nature).

Skills gap

Situation where an individual does not have the level of skills required to perform his or her job adequately.

Soft Skills

• Skills that are cross-cutting across jobs and sectors  and relate to personal competences (confidence, discipline, self-management) and social competences (teamwork, communication, emotional intelligence).

• A set of intangible personal qualities, traits, attributes, habits and attitudes that can be used in many different types of jobs.

STEM (Science, Technology, Engineering and Mathematics)

Science, Technology, Engineering and Maths provide skills that are expected to be held by people with a tertiary- education level degree in these subjects but also skills that are applied to different aspects of life and education.

Study unit

Units are a set of learning outcomes (knowledge, skills and/or competences) which constitute a coherent part of a qualification. A unit can be the smallest part of a qualification that can be assessed, transferred, validated and, possibly, certified. A unit can be specific to a single qualification or common to several qualifications. Also known as “module”.

Summative assessment

Assessment that occurs at a point in time and is carried out to summarise achievement at that point in time. Often more structured than formative assessment, it provides teachers, students and parents with information on student progress and level of achievement. Also called assessment of learning.

Syllabus

Outline of a course/module/subject that lists what needs to be taught and learned. It is different from learning outcomes as the syllabus defines the content rather than the skills and competences to be attained by the learner.

Synchronous learning

Opposite of asynchronous learning, where learner interacts with teachers and/or learners online at the same time from different place.

Trainee

A person undergoing vocational training, either within a training institution or training organisation or at the workplace.

Training

Training is teaching, or developing in oneself or others, any skills and knowledge that relate to specific useful competencies.

Transferable skill

Skills that can be introduced in a different socio-cultural or technical environment, or that can be used in other occupations.

TVET (Technical and vocational education and training)

Understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods.

TVET, as part of lifelong learning, can take place at secondary,post-secondary and tertiary levels and includes work-based learning and continuing training and professional development which may lead to qualifications. TVET also includes a wide range of skills development opportunities attuned to national and local contexts. Learning to learn, the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET.

Underpinning knowledge

Underpinning knowledge refers to the theory developed within a particular sector. This knowledge provides the theoretical basis on which individuals use sectoral skills at work.

Upskilling

Short-term targeted training typically provided following initial education and training, and aimed at supplementing, improving or updating knowledge, skills and/or competences acquired during previous training.

Validation

The process by which the validity of the assessment process is ensured (i.e. the checks and balances in the assessment system to ensure that what should happen when people are assessed, does happen). Its primary purpose is quality assurance, confirming that people in different places are assessed in the same way, with a common interpretation of the standards. There are two levels of verification: Individual (or technical) Verification – ensures employee competence by checking individual assessments undertaken by the Verifier & Process or System Verification – ensures a systematic process is established and procedures are followed.

VET (Vocational education and training)

Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly in the labour market.

Virtual education/learning

Includes aspects of both online and e-learning but goes somewhat further. While it is largely web-centric it does not necessarily limit itself to learners outside a conventional classroom. It uses multimedia and, besides delivering content, also enables a high level of interaction among learners, content, teachers, peers and administration both synchronously and asynchronously.

VLE (Virtual Learning Environment)

A web-based software system that assists teachers to manage courses and deliver lessons online. It helps in administration, tracking and reporting of learning process. Also known as Learning Management System (LMS) or e-learning platform.

Work-based learning

Learning taking place through carrying out and reflecting on work tasks in a real environment.

Workload

A quantitative measure of the learning activities that may feasibly be required for the achievement of the learning outcomes (e.g. lectures, seminars, practical work, private study, information retrieval, research, examinations).