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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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2013-Early evaluation of the Unistats web-site - HEFCE

2013-Early evaluation of the Unistats web-site - HEFCE | Quality assurance of eLearning | Scoop.it

Early research into user experiences of the Unistats web-site, published today, shows that it is one of the most widely used higher education course comparison web-sites, and that universities and colleges rose well to the challenge of providing a new data set.

 

Since its launch in September 2012, the Unistats web-site has received over 3.8 million page views and over 175,000 unique visitors – an average of 984 new visitors per day. The site is used extensively by prospective higher education students, their parents, careers advisers, teachers and higher education staff.

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Next steps in risk-based quality assurance - HEFCE

Next steps in risk-based quality assurance - HEFCE | Quality assurance of eLearning | Scoop.it

25 October 2012

 

HEFCE has published the outcomes of its consultation on the future direction of quality assurance in higher education (notes 1 and 2).

 

The outcomes have been agreed by the HEFCE Board and will come into operation from the academic year 2013-14. They form a strong and positive package which puts students at its heart, and achieves better regulation by focusing effort where it is most needed.

The revised approach, which builds on existing good practice, will protect and enhance the student experience through robust and rigorous reviews of the quality assurance of teaching and learning in universities and colleges, and the standards of their awards. Students will continue to play a key role, as central partners in the quality assurance and enhancement of their higher education experience.

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"Implications of 'Dimensions of quality' in a market environment"

"Implications of 'Dimensions of quality' in a market environment" | Quality assurance of eLearning | Scoop.it

Is the information that prospective students are getting sufficient to enable them to assess what they are likely to gain from attending a particular higher education institution?

 

This is one of the questions posed by Professor Graham Gibbs in his new report Implications of 'Dimensions of quality' in a market environment, published today by the Higher Education Academy (HEA), with a foreword by Rt Hon David Willetts MP, Minister of State for Universities and Science.

 

The report follows up Professor Gibbs' highly influential 2010 report, Dimensions of quality, also published by the HEA. This research examined which factors, or dimensions of quality, could give a reliable indication of the quality of student learning. It found that the most important consideration is the way that institutions choose to use the resources they have available. Class size, the level of student effort, the teacher who is delivering a course or module, and the quantity and quality of feedback to students can all affect student outcomes, it said.

Professor Gibbs' new report examines how the HE community can apply the dimensions of quality he identified in 2010 to make a real difference to the student experience.

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