scholarly journals ANALYSIS ITEMS TO ASSESS THE QUALITY OF OPEN ONLINE COURSES FOR HIGHER EDUCATION

2020 ◽  
Keyword(s):  
Higher Education ◽  
Online Courses

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

scholarly journals In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Patrick Lowenthal ◽  
Charles Hodges
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online ◽  
College Credit ◽  
Quality Matters ◽  
Massive Open Online Course ◽  
High Profile ◽  
Mixed Feelings ◽  
The University

<p>The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.</p>

INTEGRATION OF MASS OPEN ONLINE COURSES IN THE EDUCATIONAL PROCESS OF A PEDAGOGICAL UNIVERSITY

2020 ◽  
Vol 88 (3) ◽  
pp. 111-123
Author(s):  
Ilia V. Kudinov ◽  
◽  
Gulnara F. Kudinova ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Human Life ◽  
A Priori ◽  
Learning Technologies ◽  
Educational Process ◽  
Modern World ◽  
High Quality ◽  
Higher Education System

The relevance of the problem stated in the article is due to the fact that the role and functions of higher education institutions is fundamentally changing nowadays. It happens thanks to breakthrough IT solutions in various areas of human life, the development of online learning technologies, and the increased need for fast and highly specialized education. This is primarily due to the demands of the time – the transformation of the modern world economy towards digitalization. The purpose of the work was to obtain objective information about the effectiveness of the use of innovative forms in the educational process of higher education. The implementation of the priority project in the field of education "Modern digital educational environment in the Russian Federation" allowed us to deploy a national Internet platform with the possibility of integrating mass open online courses (MOOCs) into the educational process. This approach has opened up new opportunities for universities to implement online educational programs and use Internet technologies to form individual educational trajectories of students. A priori, the high quality of moocs was declared and, as a result, the high quality of students educational results. However, there were no separate studies on the quality of students' competence formation. The article considers models for organizing the educational process in higher education using mass open online courses, describes the experience of the Bashkir state pedagogical University named after M. Akmulla as a specialized pedagogical university, considers private methods for online and offline training in the higher education system, and presents experimental data on the introduction of online lectures as an element of MOOCs in the educational process of a pedagogical university. The authors as well studied the students' opinions about new forms of education.

scholarly journals An Online Engagement Framework for Higher Education

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Petrea Redmond ◽  
Amanda Heffernan ◽  
Lindy Abawi ◽  
Alice Brown ◽  
Robyn Henderson
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Short Review ◽  
Comparison Method ◽  
Review Of The Literature ◽  
Online Engagement ◽  
Education Environment ◽  
Recommendations For Practice ◽  
Emerging Themes

Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

Designing Culturally Sensitive Massive Open Online Courses

2018 ◽  
pp. 208-221
Author(s):  
Cengiz Hakan Aydin ◽  
Buket Kip Kayabaş
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
The Other ◽  
Cultural Characteristics ◽  
Instructional Assessment ◽  
Open And Distance Learning ◽  
Turkish Society

Since cultural characteristics of the learners is among the factors that affect the quality of learning experiences, designing the online learning environment sensitive to the cultural characteristics of learners is a must for ensuring an effective and engaging learning experience. The MOOCs movement has helped administrators, designers, educators, learners and all the other stakeholders re-consider our current instructional, assessment and administrative processes, especially in higher education. The goal of this manuscript has three folds: first, it briefs development of the philosophy of openness in higher education globally; then, based-on available literature it draws a picture about the effects of culture on open and distance learning; later, the manuscript provides an insight about the general cultural characteristics of Turkish society and the learning culture shaped by the past and present implementations; finally, it lists a number of recommendations for those who are designing MOOCs for Turkish audience.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 1940-1944
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Courses ◽  
Online Classes ◽  
History Of Higher Education ◽  
Course Content ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73).

scholarly journals Effective Blended Learning Techniques

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Deborah Gill
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Student Attitudes ◽  
Online Courses ◽  
Face To Face ◽  
Blended Courses ◽  
Learning Techniques ◽  
Education Courses

Blended learning is becoming more prevalent in higher education courses.  Reasons for blending range from accommodating more students to improving the quality of courses offered.  The purpose of this paper is twofold:  (1) to discuss student attitudes towards blended courses versus face-to-face versus completely online courses, and (2) to consider the effects of different blended learning techniques on overall learning.

Using Technology to Enhance Student and Faculty Success in Online Courses

2017 ◽  
pp. 195-209
Author(s):  
Dianna Z. Rust ◽  
Thomas M. Brinthaupt ◽  
Cindy L. Adams
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Electronic Portfolios ◽  
Education Students ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Faculty Success ◽  
Faculty Mentors

In this chapter, the authors present a case study that describes how their campus supports distance learning and teaching. They illustrate how higher education institutions can enhance student and faculty success in online courses through the strategic use of technology. Specifically, the authors describe programs that provide support for distance education students, employ faculty mentors to promote the quality of online courses under development, and utilize electronic portfolios (e-portfolios) to assess student learning outcomes. All of this work takes a technology-centric perspective on online learning in higher education. Using these projects as examples, the authors describe how administrators can provide support for both students and faculty as their institutions implement effective technology-centric strategies.

Innovating Processes to Determine Quality alongside Increased Inclusivity in Higher Education

2016 ◽  
pp. 59-78
Author(s):  
Nick Kelly ◽  
Rory Sie ◽  
Robert Schuwer
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
The Internet ◽  
Quality In Higher Education ◽  
The University

The higher education sector is changing alongside developments in information technology. This chapter describes the increased inclusivity the internet has facilitated and functions of the university in determining quality of educators, learners and educational resources. It explains a tension between increased inclusivity and the function of determining quality in two higher education developments: open educational resources (OERs) and massive open online courses (MOOC). An example of the development of quality within an OER repository is described. Wikiwijs is an online space for OERs that has been experimenting with ways to provide quality alongside increased inclusivity so that teachers from primary to university level can find, use and adapt learning materials. Potential higher education futures with even greater inclusivity are discussed. Areas for further innovation in distributing determination of quality in higher education are described.

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