Quality assurance of eLearning
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Nine steps to quality online learning: Step 6: Set appropriate learning goals

Nine steps to quality online learning: Step 6: Set appropriate learning goals | Quality assurance of eLearning | Scoop.it

Ninth part of Tony Bates' series on producing quality online learning

 

In this post I argue that you need to think about what kinds of goals could best be achieved in an online course, rather than just doing the same as in a classroom course..

 

This is the seventh in a series of 10 posts on designing quality online courses. The nine steps are aimed mainly at instructors who are new to online learning, or have tried online learning without much help or success.

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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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MOOQ for the Quality of MOOCs

MOOQ is the European Alliance for Quality of Massive Open Online Courses, called MOOCs. 


The vision of MOOQ is to foster quality in MOOCs leading to a new era of learning experiences. 


MOOQ’s mission is to develop a quality reference framework for the adoption, the design, the delivery and the evaluation of MOOCs in order to empower MOOC providers for the benefit of the learners. 


For this purpose, MOOQ has launched a survey on the quality of MOOCs: Please join and share your experiences and expectations! 


The main goal of MOOQ is therefore the development and the integration of quality approaches, new pedagogies and organisational mechanisms into MOOCs with a strong focus on the learning processes, methodologies and assessments.

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1st IQAEE International Conference on Quality Assurance and Enhancement of Higher Education - University of Nicosia - Official Website

The University of Nicosia Institute for Quality Assurance and Enhancement of Education (IQAEE) is organising its «1st IQAEE International Conference on Quality Assurance and Enhancement of Higher Education» on 26 May 2017.
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Quality assurance: are you about to make or break your digital learning?

Quality assurance: are you about to make or break your digital learning? | Quality assurance of eLearning | Scoop.it
Quality assurance has had a slightly murky history. It’s a part of the production process that is often poorly defined, and has sometimes been seen as little more than a necessary but annoying hurdle to be rushed through before a course is released into the wild. At Kineo, we have always resisted this way of thinking and have embedded quality assurance throughout every stage of what we do. The last ten years of elearning and LMS production have taught us that if you want people to keep coming back, ensuring quality isn’t just an obligation to fulfil: it should be an integral and essential part of everything you do – at every stage of production.
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Open and Distance eLearning Certification MOOCS now open for HEI Faculty and Staff

Open and Distance eLearning Certification MOOCS now open for HEI Faculty and Staff | Quality assurance of eLearning | Scoop.it
university philippines, up, open university, distance education, e-learning
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Quality Assurance for Online Universities in Europe, Pegaso Online University, Napoli, Italy

Quality Assurance for Online Universities in Europe, Pegaso Online University, Napoli, Italy | Quality assurance of eLearning | Scoop.it
On April 10, Vice-President, Lisa Marie Blaschke, and former EDEN President, António Moreira Teixeira, were invited to present in discussion panels at the “Quality Assurance for online universities…
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Quality Assurance in Blending Learning

Quality Assurance in Blending Learning | Quality assurance of eLearning | Scoop.it
ONE SENTENCE SUMMARY Standards-based instruments with course component checklists are useful for reviewing instructional cours
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Aus helps VN strengthen online education quality checks

Aus helps VN strengthen online education quality checks | Quality assurance of eLearning | Scoop.it
Viet Nam News HÀ NỘI - The Australian government and the Ministry of Education and Training of Việt Nam co-organised a workshop on Thursday to validate a toolkit developed to assist APEC countries in quality checks for online education. The toolkit was first considered by 13 APEC economies, including Việt Nam, in October 2016, and…
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4 Simple & Practical Tips for eLearning QA Testing

4 Simple & Practical Tips for eLearning QA Testing | Quality assurance of eLearning | Scoop.it
In this post, Tim Slade shares four simple and practical tips for eLearning QA testing. Tim also shares several other resources on eLearning design.
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Assuring Quality in E-Learning Course Design: The Roadmap | Vlachopoulos | The International Review of Research in Open and Distributed Learning

Assuring Quality in E-Learning Course Design: The Roadmap | Vlachopoulos | The International Review of Research in Open and Distributed Learning | Quality assurance of eLearning | Scoop.it

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 e-learning Quality Assurance Design Standards in Higher Education (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the International David Wilson Award for Excellence in Teaching and Learning (2015 edition).

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Is Your University’s Online Course Up to Code?

Is Your University’s Online Course Up to Code? | Quality assurance of eLearning | Scoop.it

Scorecards offer benchmarks for digital learning and instruction.


by Meghan Bogardus Cortez


Thanks in part to the rise of massive open online courses, online higher ed programs are growing significantly. An estimated 5.8 million students are enrolled in online courses, the Online Learning Consortium (OLC) reports. 


As online teaching increases in popularity, so does the need for online faculty evaluation, reports the Conferences at New Prairie Press in a report titled “Effectively Evaluating Online Faculty”: 


 “The quality of faculty and instruction are critical to the success of any program, and even more so in an online based program, therefore, having an effective evaluation method that functions to both evaluate and mentor those who teach in an online setting is vital to the success of the program.” 


Since 2010, OLC has maintained a Quality Scorecard Suite to establish benchmarking tools and standards to help schools evaluate the quality of their online courses. In December 2016, OLC announced the creation of three more scorecards to evaluate course design, instructional practice and digital courseware, PR Newswire reports.

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Redesigning Design: Field Testing a Revised Design Rubric Based of iNACOL Quality Course Standards | Adelstein | International Journal of E-Learning & Distance Education

Redesigning Design: Field Testing a Revised Design Rubric Based of iNACOL Quality Course Standards | Adelstein | International Journal of E-Learning & Distance Education | Quality assurance of eLearning | Scoop.it

Redesigning Design: Field Testing a Revised Design Rubric Based of iNACOL Quality Course Standards


David Adelstein, Michael K Barbour 


Abstract 


Designers have a limited selection of K-12 online course creation standards to choose from that are not blocked behind proprietary or pay walls. For numerous institutions and states, the use of the iNACOL National Standards for Quality Online Courses is becoming a widely used resource. This article presents the final phase in a three-part study to test the validity and reliability of the iNACOL standards specifically to online course design. Phase three was a field test of the revised rubric based on the iNACOL standards against current K-12 online courses. While the results show a strong exact match percentage, there is more work to be done with the revised rubric. Résumé

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New Task Force to Develop Quality Assurance Standards for Non-Traditional Education Programs -- Campus Technology

New Task Force to Develop Quality Assurance Standards for Non-Traditional Education Programs -- Campus Technology | Quality assurance of eLearning | Scoop.it

Entangled Solutions is forming a Quality Assurance Task Force to drive accountability and transparency for emerging models of education. The higher education consultancy today announced the initial members of the task force, who will "collaborate in the development of quality assurance standards that can be used to measure and report on outcomes for a diverse, cross section of education providers," according to a press release. 


The task force includes representatives from the University of Texas at Austin, Western Governors University and Bellevue University, as well as higher education industry leaders, former policymakers and associations, who will collect feedback from stakeholders to codify "transparent, outcome-oriented standards for evaluating educational programs." A draft of the standards will be published for public comment. Once the standards are finalized, an independent nonprofit organization will be created to maintain and update them over time.


"We are excited about the potential for public sector investment to expand access to non-traditional models of education, but believe a critical first step is establishing transparent measures of quality to inform the policy process," said Michael Horn, principal consultant at Entangled Solutions and a distinguished fellow at the Clayton Christensen Institute, in a statement. "The process for developing outcome measures must involve more than education providers; both students and policymakers deserve transparency into outcomes validated by independent, third parties to inform their investment decisions." 


"This is a powerful concept and important work," said Frederick Hess, director of education policy studies at the American Enterprise Institute. "Standards that boost transparency, provide clarity into what graduates have actually learned, and permit students to make sound investments in their future are a vital part of creating a less bureaucratic, more student-centered landscape in postsecondary education." 


Information on the task force's mission statement, timeline and membership is available here..

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Online Learning Consortium Unveils Expanded Quality Scorecard Suite

Online Learning Consortium Unveils Expanded Quality Scorecard Suite | Quality assurance of eLearning | Scoop.it
Online Learning Consortium Unveils Expanded Quality Scorecard Suite for Benchmarking Online and Blended Learning Programs
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Technology-related quality standards for e-assessment - TeSLA Project

Technology-related quality standards for e-assessment - TeSLA Project | Quality assurance of eLearning | Scoop.it

A set of quality standards and indicators focusing on the technological point of view has been designed to support educational institutions in the design of e-assessment as well as for the (continuous) quality assurance and enhancement of e-assessment.


The standards and indicators can be used by the project partners in preparation of and during the implementation of the pilots in order to verify whether the new TeSLA system meets the technological-quality expectations. 


 The technological aspects will form part of the quality assurance framework for e-assessment which will be developed in the course of the project. The pilots will provide feedback on the accuracy, applicability and effectiveness of the standards.


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Enhancing Quality of Technology-Enhanced Learning at Jordanian Universities

Enhancing Quality of Technology-Enhanced Learning at Jordanian Universities | Quality assurance of eLearning | Scoop.it
“Enhancing Quality of Technology-Enhanced Learning at Jordanian Universities”, eQTeL, is TEMPUS project number 544491-TEMPUS-1-2013-1-ES-TEMPUS-SMGR, approved by the European Commission under grant agreement for 2013-4568. 

The wider objective of eQTeL is to promote reform and modernization of higher education in Jordan through the introduction of a national quality assurance system for technology-enhanced learning.​ Its main objective is to improve, develop and implement accreditation standards, guidelines and procedures for quality assurance of TeL courses and study programs at a national level. The new standards will assimilate the quality of Tel courses offered by higher education institutions in Jordan, and would consequently be incorporated into existing legal acts and regulatory documents at both institutional and national levels. Implementation of the new standards will be ensured through establishing a capacity building programme that provides extensive training for all levels of staff involved in accreditation or delivery of TeL programs, from teaching staff, trainers, evaluators, official accreditation reviewers and higher education public authorities. The project will also seek the possibility to develop a close connection with the Bologna 3-degree cycle structure to allow for better definition and positioning of the training programmes.
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Checklists & Rubrics - TOPkit

Checklists & Rubrics - TOPkit | Quality assurance of eLearning | Scoop.it
Overview This section covers checklists, rubrics, and guidelines for evaluating online programs and course quality. The Selection/Application/Implementation Guide and Resources/Examples may be used to create a customized program and course evaluation process for an institution’s specific needs. These artifacts may…Read more Checklists & Rubrics ›
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Outcome Based Education (OBE) and Academic Quality Assurance

Outcome Based Education (OBE) and Academic Quality Assurance | Quality assurance of eLearning | Scoop.it
Comprehensive and insightful course for 21st century School, College and University Teachers & Administrators
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A Checklist to Deliver Quality Assured E-learning Courses

A Checklist to Deliver Quality Assured E-learning Courses | Quality assurance of eLearning | Scoop.it
This blog shares a comprehensive checklist to deliver a 100% quality assured e-learning product to your customer.
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A Checklist to Deliver Quality Assured E-learning Courses
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How should quality be defined in digital learning? | Inside Higher Ed

How should quality be defined in digital learning? | Inside Higher Ed | Quality assurance of eLearning | Scoop.it
A new report about how to assure quality for nontraditional higher ed providers prompts a more basic question: What do we mean by quality? Eleven experts weigh in.
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Quality assured online learning - a key to upskilling Europeans - EPALE - European Commission

Quality assured online learning  - a key to upskilling Europeans - EPALE - European Commission | Quality assurance of eLearning | Scoop.it
Quality assured online learning - a key to upskilling Europeans - Euroopa täiskasvanuhariduse veebikeskkond
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Contract Cheating and Assessment Design: Exploring the Connection

Contract Cheating and Assessment Design: Exploring the Connection | Quality assurance of eLearning | Scoop.it

‘Contract Cheating and Assessment Design: Exploring the Connection’ is an Australian Government Office for Learning and Teaching Strategic Priority Project led by the University of South Australia. Partner institutions are the University of Sydney, the University of New South Wales, Griffith University, and Swansea University, UK. 


Following a recent contract cheating scandal affecting several prominent Australian universities, students utisiling online cheat sites to complete assignments has been identified as a significant problem for institutions. Although ‘authenticity’ has long been recognised as a core feature of good assessment practice, its role in nurturing academic integrity has not yet been adequately explored. 


Conducted over two years (2016 – 2018), this national project will determine if and how authentic assessment may be used to assure academic integrity. The project focuses on two critical stakeholders in academic integrity-students and teaching staff-and will analyse data from national surveys of these stakeholders. To further investigate the nature and scope of contract cheating, analysis will also be conducted of data sets that demonstrate the types of assignments most commonly contracted out to third parties.


It is envisioned that findings from this project will enhance the sector’s understanding of this critical issue. Project deliverables will transform assessment practices by developing a conceptual model and resources which demonstrate the role of assessment design as one part of an over-reaching strategy to nurture academic integrity in Australian higher education.

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More than 20,000 university students buying essays and dissertations as Lords call for ban on 'contract cheating'

More than 20,000 university students buying essays and dissertations as Lords call for ban on 'contract cheating' | Quality assurance of eLearning | Scoop.it
The fraudulent essay industry must be outlawed, leading academics and lords have urged as figures obtained by The Telegraph reveal that more than 20,000 students are buying professionally-written essays every year.
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The Benefits of Quality Matters Certification - What the Analytics Reveal - Online Insider

The Benefits of Quality Matters Certification - What the Analytics Reveal - Online Insider | Quality assurance of eLearning | Scoop.it
The Benefits of Quality Matters Certification: What the Analytics Reveal a report produced by FIU Online July 2016 (download PDF version of report) Background and Intent FIU Online engaged in research to highlight the benefits to both students and faculty when taking and teaching an online course that has received the Quality Matters certification. FIU Online leveraged the …
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Assuring Quality in E-Learning Course Design: The Roadmap | Vlachopoulos | The International Review of Research in Open and Distributed Learning

Assuring Quality in E-Learning Course Design: The Roadmap | Vlachopoulos | The International Review of Research in Open and Distributed Learning | Quality assurance of eLearning | Scoop.it

Assuring Quality in E-Learning Course Design: The Roadmap 

Dimitrios Vlachopoulos 


Abstract 


 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 e-learning Quality Assurance Design Standards in Higher Education (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the International David Wilson Award for Excellence in Teaching and Learning (2015 edition).

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Online Course Quality: What do Nontraditional Students Value?

Emily Hixon, Ph.D Purdue University Northwest hixone@pnw.edu

 

Casimir Barczyk, PhD Purdue University Northwest barczyk@pnw.edu


Penny Ralston-Berg, M.S. Penn State World Campus Plr15@psu.edu


Janet Buckenmeyer, Ph.D Armstrong State University Janet.Buckenmeyer@armstrong.edu 


This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess online course quality and other demographic characteristics was administered electronically. Course quality was measured using the rubric associated with the eight Quality Matters (2008-2010) standards. A total of 3,160 students enrolled in at least one online for-credit course from 31 colleges and universities across the U.S. participated in this study. Based on the results of a series of ANOVAs, it was found that both traditional and nontraditional students rated Standard 3 on Assessment and Measurement as highest among the eight standards. No significant differences between student groups were found. In addition, there were no significant differences between groups for Standard 8 on Accessibility. It was also found that Standard 1on Course Overview and Introduction was rated higher by nontraditional students as compared to traditional students. The same was noted for Standard 6 on Course Technology, where nontraditional students rated this item higher than their traditional counterparts. Similar patterns of higher ratings by nontraditional students were found for Learning Objectives, Resources and Materials, Learner Engagement, and Learner Support, Standards 2, 4, 5, and 7, respectively. Nontraditional, as contrasted with traditional, students have different perceptions of online course quality. Because nontraditional students have multiple responsibilities, they need their online courses to be well designed, consistently presented, easily navigable, and appropriately aligned.

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