Run a distance-learning arm your regulator recognises.
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.
We will load a term of your records into a demo tenant so you are looking at your own institution, not a sample.
