E-learning courses quality evaluation framework as part of quality assurance in higher education

2012 ◽  
Author(s):  
Jan Skalka ◽  
Martin Drlik ◽  
Peter Svec
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Evaluation ◽  
Evaluation Framework ◽  
E Learning

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ЕЛЕКТРОННОГО НАВЧАННЯ В ЄВРОПЕЙСЬКОМУ ПРОСТОРІ ВИЩОЇ ОСВІТИ

2018 ◽  
Vol 64 (2) ◽  
pp. 245 ◽  
Author(s):  
Oksana P. Vorobyova
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
International Standards ◽  
Quality Assurance System ◽  
National Accreditation ◽  
Assurance System ◽  
E Learning

In this article, international experience in ensuring the quality of e-learning education is considered and analyzed, as well as developed recommendations for improving the activities in this area in Ukraine. On the basis of the analysis it is determined the necessity to develop and legislate the normative legal acts regulating the procedure and procedures for accreditation of educational programs; the entry of national accreditation agencies into international associations of e-learning quality assurance agencies is important; to encourage higher education institutions to undergo international accreditation; guided by the approved international standards of e-learning when developing educational programs. The proposed recommendations will contribute to the development and improvement of the e-learning quality assurance system in Ukraine.

Global Accreditation for a Knowledge-Oriented Community

2014 ◽  
pp. 303-328 ◽  
Author(s):  
Henry C. Alphin
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Quality Assurance ◽  
Higher Learning ◽  
Learning Standards ◽  
Higher Education Quality ◽  
E Learning ◽  
Ongoing Development ◽  
Higher Education Internationalization ◽  
Improve Access

Faculty, administrators, businesses, accrediting agencies, and other institutions concerned with higher education quality must act to provide a framework for international higher learning standards, particularly concerning e-learning and access in developing countries. Higher education internationalization efforts will continue through the use of IT, increased mobility, the knowledge economy, and an integrated world economy (Altbach & Knight, 2007). Global accreditation will help to assure quality and increase options to improve access. A global accreditation model would provide the impetus for a knowledge-oriented global community that provides access to students in developing countries, as well as traditional and non-traditional learners. The chapter examines key forces shaping the transformation and globalization of higher education, international entities taking a global approach to quality assurance and accreditation, and key concepts in development and implementation of quality assurance at the global level. Finally, the chapter concludes with future implications in the ongoing development of global accreditation.

scholarly journals Quality Assurance, Open and Distance Learning, and Australian Universities

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Ian C. Reid
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction ◽  
The Relationship ◽  
Education Quality Assurance ◽  
Australian Universities

<P>Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. </P> <P>This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. </P> <P><STRONG>Keywords: </STRONG>distance education, quality assurance, online learning, e-learning, audit, higher education</P>

scholarly journals Twenty years of accreditation in Russian higher education: lessons learnt

2020 ◽  
Vol 14 (1) ◽  
pp. 33-51
Author(s):  
Galina Motova ◽  
Vladimir Navodnov
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Evaluation ◽  
Transformation Process ◽  
The State ◽  
Content Type ◽  
Russian Higher Education ◽  
State Education ◽  
Short Period ◽  
State Accreditation

PurposeThe purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.Design/methodology/approachThe major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.FindingsThe transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.Practical implicationsThe research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.Social implicationsThe study identifies the tendencies in the development of higher education and quality evaluation.Originality/valueThe paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.

scholarly journals Editors note

Seminar.net ◽  
2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Digital Media ◽  
Elderly People ◽  
Teaching And Learning ◽  
The Elderly ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Digital Environments ◽  
E Learning

Lifelong learning is a recurring theme in this journal. The present issue of Seminar.net has four contributions, covering a range from how elderly use ICT, how teachers and supervisors in higher education experience virtual learning environments, how producers of MOOC’s fail to observe quality frameworks, and last how “gamification” affects ideas about teaching and learning. They all bring vital arguments to the table about how digital environments cause changes in our lives, beginning with games for children and helping elderly to adjust to an increasingly digitized lifeworld in the other end of the life cycle. First, most of the technological innovations we are used to by now, was invented a long time ago – by persons who now are considered elderly. The ideologies supported around notions like “the digital natives” are exactly that, - ideologies. But even skilled and experienced elderly – and teachers in higher education are in dire need of keeping up with swift changes in technology and its use. I am very pleased that the articles we present here have a critical stance towards ideologies and are able to scrutinise the conditions for a democratic and factual base for education.The opening article in this issue, “Older active users of ICTs make sense of their engagement”by Magdalena Kania-Lundholm and Sandra Torres, who work at Uppsala University, Sweden enlightens us about how elderly people use digital media. Instead of seeing the elderly as a group of “digital immigrants”, this article focuses on elderly people who are active and skilled users of ICT. They are eager to share their skills and experiences and contribute to the wellbeing of other, not so eager users. The article contributes to the notion of “the digital spectrum” and furthers the very important discussion on the inequalities that using ICT continues to bring about.The second article is written by Chris O’Toole, of Lancaster University, and has the title “Networked e-Learning: The changing facilitator - learner relationship, a facilitators’ perspective; A Phenomenological Investigation”. The phenomenological case study deals with how the relationship between facilitator and student is changing. Networked e-Learning is the context and the research is undertaken at an Irish higher education institution.The author’s role as a highly experienced facilitator provides particular and specific insight into the guiding facilitator’s experiences during a time of institutional transition to Networked e-Learning.Gamification is a topic that has been declared as “up and coming” for a number of years. Marc Fabian Buck, of the Nord University, Norway, presents the article “Gamification of learning and teaching in schools – a critical stance”. He states that the aim of Gamification is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. His most contemporary example is of the “Summer of ‘16” and the apparent success of “Pokemon go”. He argues that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer.The last article is provided by Ulf Olsson, of Stockholm University, Sweden: “Teachers’ Awareness of Guidelines for Quality Assurance when developing MOOCs”. His study focuses on higher education teachers’ awareness of quality issues in relation to Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Olsson conducted semi-structured interviews with 20 teachers at six Swedish HEIs while they developed open courses (MOOCs). The overall findings show that the teachers were not part of any transparent quality assurance system. Subsequently, he raises the question of the adequacy of a quality system for innovative activities.

scholarly journals The policy of quality assurance of university e-education in Europe and Latin America

2021 ◽  
Vol 14 (33) ◽  
pp. e16108
Author(s):  
Oleg Mikhailovich Tolmachev ◽  
Leonid Lvovich Starodumov ◽  
Natalya Mikhailovna Nesova ◽  
Natalia Dmitrievna Kotovchikhina ◽  
Ramazan Magomedovich Magomedov
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Latin America ◽  
Latin American ◽  
Rapid Development ◽  
Institutional Processes ◽  
Assurance System ◽  
E Learning ◽  
The One

The relevance of the study arises from the contradiction between the rapid development of e-education in different regions of the world, on the one hand, and the insufficient level of adaptation of the quality assessment mechanisms in the field of e-education in certain regions, on the other hand. This article examines and analyzes the international experience of quality assurance of higher education in the format of e-learning in Europe and Latin America. The article identifies the approaches to quality assurance of e-learning in the field of higher education in Europe and Latin America. The study is aimed at analyzing the policy of quality assurance of university e-education in the field of higher education in Europe and Latin America. The analysis of the activities of European and Latin American quality assurance organizations in the field of e-learning has shown that in the context of higher education in Europe and Latin America external quality assurance agencies play an important role in the institutional processes of ensuring the quality of university e-education. The development of a quality assurance system is an important part of the internationalization of educational programs in general and e-learning in particular since it is open and dynamic. The assessment of the quality of education is not simple; it is an important problem for the related organizations.

scholarly journals Assuring Quality in E-Learning Course Design: The Roadmap

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Online Education ◽  
Policy Making ◽  
Course Design ◽  
Research Policy ◽  
Meta Analysis ◽  
Future Research ◽  
Research Project ◽  
E Learning

<p class="3">Quality Assurance (QA) concepts and applications in Higher Education (HE) emerge from evolving meanings related to HE’s dynamic relationship with social, economic, cultural, and technological developments.  The latter has been redefined by the growth spurred by the forms distance and online education acquired during the last decades.  Creating a roadmap with clearly articulated meanings of quality and consistent key actions fills a need for the involved communities to reground the research, policy-making, and the related discourse.  Our current work consists of a thorough meta-analysis on all available research in every identified pertinent field. It is a qualitative review of the concepts, definitions, and approaches about quality in general, but also specifically, in e-learning in HE, as they have globally appeared in peer-reviewed journals, government reports, and web pages.  As we left no stone unturned in enquiring regarding the meanings, uses, evolution, and applicability of the revealed variables it is our hope that the roadmap we provide here will guide future research and support policy-making in the field. The present study is part of the research project<em> e-learning Quality Assurance Design Standards in Higher Education</em> (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the <em>International David Wilson Award for Excellence in Teaching and Learning</em> (2015 edition).</p>

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