Courseware released against the academic calendar, live facilitation, tutor-marked assignments and examinations at a study centre — open and distance learning your regulator recognises.
Six capabilities that cover the working week, not a feature list assembled to look long.
Material is authored as Module → Unit → Item, the structure open-and-distance-learning course materials already use, each unit carrying its reading, activities and self-assessment. Clone a course into the next semester instead of rebuilding it.
Content unlocks on the semester schedule rather than all at once. Cohort- and semester-paced by design, because a free-running self-paced degree is not what your regulator licensed.
Sessions are scheduled per course with join links to whatever platform you already use, plus the recording. Video is not rebuilt here — the timetable, the attendance and the record are.
Tutor-marked assignments carry continuous assessment and flow into the same results machinery as any other mark, so a 30/70 split is arithmetic rather than a spreadsheet somebody maintains.
Barring is driven by content completion and submissions rather than physical presence, so an online student is never barred from an examination by a rule written for a lecture hall.
Both distance-learning models are configuration rather than a fork: attach students to a centre network, or bring them in for residency weeks. Venues, capacity and examination allocation follow either way.
Programmes, years of study, your grading scheme, and how you satisfy the in-person requirement — a study-centre network, or residency weeks on campus.
Build each course as modules and study units, set the release schedule against the semester, and publish. Next academic year, clone it.
Facilitation runs to a timetable, assignments carry the continuous assessment, and examinations are allocated to a supervised venue. Results, grades and transcripts come out the same end as everything else.
“The hard part was never the video. It was proving to our regulator that a student who never sat in our lecture hall had done the work — and that is a record, not a platform.”
— Director, a distance-learning centre
Per academic year
Per academic year
Talk to us
Tertiary runs a campus — faculties, hostels, library circulation, registration in the faculty corridor. This runs a distance arm, and everything in it assumes the student is not on site: content released on a schedule, engagement-based attendance, and examinations allocated to a venue rather than a hall. An institution running both operates them as two systems, which is how a distance centre is usually constituted anyway.
No, deliberately. The regulated answer in most systems is a supervised venue, so what is built is study centres, residency events, venue capacity and examination allocation. Selling AI proctoring here would put your students' results at risk of being set aside.
Yes. Delivery mode is a property of the programme rather than the student, precisely so one programme can be taught both ways — and a student on a hybrid programme carries an explicit study mode rather than one inferred from their record.
Yes. Registration, results, grades and transcripts run on the same machinery for every student here, and nothing on the transcript records how they were taught.
Grade boundaries, grade points and classification bands are configured per institution. Nothing is hardcoded to one country's convention.
Run a distance-learning arm your regulator recognises.
