The steering group of the Quality Assurance and Quality Enhancement in E-Learning Special Interest Group (QAQE SIG) is conducting a small piece of research to consider how the Key Information Set (KIS) requirements have been met within Institutions and to identify any challenges that the KIS poses for technology enhanced learning (TEL). We would like to invite members of the QAQE Special Interest Group (SIG) and other key stakeholders to answer a short questionnaire to help us gain insights into how TEL teaching activities and assessments have been categorised and if the KIS is influencing, or will influence, developments within TEL. The survey is anonymous and should take no longer than 15 minutes to complete.
Please use the following link to access the survey:
The questionnaire has ethical approval from the University of Hertfordshire (protocol number: EDU/SF/UH/00001) and will be open until 6th March.
In addition to the survey, the steering group is facilitating two consultation workshops to further explore any benefits or challenges posed by the KIS requirements and to contextualize early findings from the survey. Workshop attendance is free and refreshments will be provided. If you would like to attend please contact the relevant steering group member and they will provide further details.
March 14th Open University West Midlands, Birmingham.
Contact: Jon Rosewell Jon.Rosewell@open.ac.uk
April 24th London Knowledge Lab, Institute of Education.
Contact: Barbara Newland B.A.Newland@brighton.ac.uk
On behalf of the steering group, I would like to thank you in advance for helping us with our research
Quality assessment for e-learning: a benchmarking approach Although e-learning has become mainstream in most higher education institutions, it is still not included in many quality assurance systems. To address this need, the E-xcellence Next consortium, led by EADTU, has recently published an updated version of its E-xcellence manual 'Quality assessment for e-learning: a benchmarking approach'.
Quality Assurance in Distance Education and E-Learning: Challenges and Solutions from Asiadocuments the existing regulatory framework covering quality assurance (QA) systems in distance education (DE) in a number of Asian countries. It draws on the knowledge and experience of 16 selected DE/e-learning institutions of Asia and reveals the respective development of QA systems and procedures within these providers/programmes.
The purpose of this study was to investigate the difference in the evaluations of online course quality using the Quality Matters model among four groups of reviewers: instructional designers, faculty with subject-matter expertise, peer faculty with no subject-matter expertise, and administrators. A causal-comparative design was utilized to determine whether the groups differed in their ratings. Instructional designers and other respondents for this study were recruited from several listservs and Maryland colleges. The MarylandOnline Quality Matters Rubric, consisting of 40 weighted elements, was used to evaluate the quality of two online community college English courses. The online courses chosen for this study were selected from the institutions whose English courses were recognized by Quality Matters in 2007 as meeting quality standards. The data analysis revealed no significant differences among the Quality Matters ratings of the four groups (instructional designers, administrators, faculty with subject-matter expertise, and peer faculty with no subject matter expertise). Based on the findings of this study, greater involvement of instructional designers in the review process could enhance the Quality Matters evaluative method. Show moreShow less
Several baseline reports from Curriculum Design projects show change taking place in quality processes to support more experimentation, risk-taking and creativity. There is recognition that quality processes should enhance and not distract from the core business of building effective, responsive and relevant curriculum offerings. In some institutions this is being reflected in more integrated/clarified leadership e.g. at Deputy VC level. In others, diverse services and roles with responsibility for curriculum processes are being brought together in new structures such as a programme office or revitalised Academic Development unit.
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