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IGI Global: Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research (9781609606152): Sean B. Eom, J. B. Arbaugh: Books

IGI Global: Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research (9781609606152): Sean B. Eom, J. B. Arbaugh: Books | Quality assurance of eLearning | Scoop.it
Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research (9781609606152): Sean B. Eom, J. B.

 

Chapter 10 Quality Assurance in E-Learning (pages 231-248)

 

Stacey McCroskey (Online Adjunct Professor, United States), Jamison V. Kovach (University of Houston, USA), Xin David Ding (Xin (David) DingUniversity of Houston, USA), Susan Miertschin (University of Houston, USA), Sharon Lund O’Neil (University of Houston, USA)

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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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Click. Learn. Inspire! | UBC Centre for Teaching, Learning and Technology

Click. Learn. Inspire! | UBC Centre for Teaching, Learning and Technology | Quality assurance of eLearning | Scoop.it

With many students today juggling busier schedules, CTLT staff member Afsaneh Sharif focused her PhD on developing and providing quality online learning experiences. The framework was created as part of a PhD study by Afsaneh Sharif, a Senior Instructional Designer and Project Manager at the Centre for Teaching, Learning and Technology (CTLT).

Afsaneh, who has focused on the development of online courses and blended education for the past 15 years, was interested in looking at key factors that create quality online courses. The framework, called PDPIE, consists of a five-phase quality assurance cycle: Planning, Design/Development, Production, Implementation, and Evaluation.

 

First, Planning involves conducting a needs analysis and outlining course objectives and goals. Next, during Design and Development, the course author creates content with support and consultation from the instructional designer. The third step is Production, where the course is developed online, followed by Implementation, when the course is taught. The final stage is Evaluation, where the team assesses the course based on feedback from students, peers, instructors, and team members.

Harvey Mellar's insight:

The PhD thesis is available at:

http://www.tdx.cat/handle/10803/277385

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Anne-Marie Grandtner's curator insight, October 9, 12:04 PM

Students needs reflexion time on this interesting topic is worthwhile..

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Join the SEQUENT Master Class on quality in online, open and flexible Higher Education! Barcelona, 13th November 2014 | EFQUEL

Join the SEQUENT Master Class on quality in online, open and flexible Higher Education! Barcelona, 13th November 2014 | EFQUEL | Quality assurance of eLearning | Scoop.it

Review and certification of institutions and programmes in their use of ICT for learning gains importance.

On the one hand institutions look for external recognition and seek to pursue excellence, on the other hand certification schemes also offer orientation and guidance on what works and what doesn’t in online, open and flexible education.

EADTU, EFQUEL and ENQA therefore organise a morning session Master Class for QA-agencies and universities on quality in online, open and flexible Higher Education.

Certification and review approaches will be presented through examples from practice and simulations.

The seminar will partly be informative and partly interactive and will be featuring European developments in online and open education and high quality content on review methodologies and experiences. Learn what is available on quality assurance in new modes of teaching and how you can implement this in your own institution; university or QA-agency.

- See more at: http://efquel.org/join-the-sequent-master-class-on-quality-in-online-open-and-flexible-higher-education-barcelona/#sthash.xMLMkl2B.dpuf

 

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Call for papers on assessment, certification & quality assurance in open learning

Call for papers on assessment, certification & quality assurance in open learning | Quality assurance of eLearning | Scoop.it

eLearning Papers has just announced a call for papers for its next issue, which will examine assessment, certification, and quality assurance in open learning. The deadline for submissions is 19 October, 2014.

 

To aid the continued development and growth of the industry, educational institutions, organizations and whole society, students, institutions and employers are progressively looking towards ways that assessment and certification can help improve the quality of teaching, the effectiveness of learning, and the ways that achievements are recognised.

 

The need for students to have formal recognition of their open learning (to use within education and the employment market) is not currently being addressed by course providers. Despite large potential, the lack (or slow emergence) of standardised practices relating to assessment, certification, and quality assurance in open learning is preventing courses from increased participation and credibility, particularly in higher education institutions.

 

This issue of eLearning Papers will bring together diverse perspectives on this pioneering area of research. The topics include (but are not limited to): 

 

Recognition of prior learningThe role of the universities as certification bodiesDesign scenarios and tools for assessing and improving open learningQuality standards for open learningQuality control and assurance of OER produced and used (third-party ones) from producer and consumer point of viewAssessing collective projects and online collaborationPortfolio building, making/building things as proof of learning

 

The guest editor for this issue will be Christian Stracke, professor and researcher at University of Duisburg-Essen. 

 

See the Call for Papers for more information and submission guidelines.

 

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2014 Recognizing Learning Conference | CAPLA

2014 Recognizing Learning Conference (Recognizing Learning:
quality assurance practices to advance engagement, employment and education futures: http://t.co/37ZGUwlEov)...
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INNOQUAL - International Journal for Innovation and Quality in Learning, Volume 2, No 3, 2014 and Special Issue on Quality in Massive Open Online Courses

Massive Open Online Courses (MOOCs) are an example of a disruptive technology and are clearly innovative in terms of scale and the level of heated discussion around whether or not they are innovative pedagogically. Academic and mainstream press covering the phenomenon is divided as to whether MOOCs will be valuable to hundreds or thousands of participants. Within this editorial we give a short introduction to the topic of the special issue “Quality in MOOCs” as well as to the contributions, along with the papers related to the INNOQUAL journal’s permanent themes.

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QLET's curator insight, September 30, 3:32 AM

One of the leading publications on quality development in learning technology has released a new issue. Take some time and check it out!

Anne-Marie Grandtner's curator insight, October 11, 12:51 PM

ressource

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QUODL - Quality of Online & Distance Education

QUODL - Quality of Online & Distance Education | Quality assurance of eLearning | Scoop.it
From Peter Condon's blogThe Rules of e-Learning: Never Compromise on Quality I have seen numerous questions and comments on Linkedin from Instructional Designers, L&D professionals, Trainers, Teachers and others about the diminishing quality of e-learning.  We have a multitude of quality standards for e-learning - sometimes I think there are too many! There seem to be equally large numbers of organisations that propose, support and champion e-learning quality.  Yet so many discussions, blogs and other comments bring up the poor quality of e-learning, I have to wonder about the efficacy of the current provision and support for quality in e-learning.
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QUODL - Quality of Online & Distance Education

QUODL - Quality of Online & Distance Education | Quality assurance of eLearning | Scoop.it
The Rules of e-Learning: Be sure of the Quality of your e-Learning 

 

Warning: this particular blog in this series points you to an area that many will not wish to discuss.  The advantages of this are that, if you follow the suggestions here, you will have greater knowledge than many of your colleagues and can help them to produce e-learning to be proud of.  The disadvantages only apply if you are one of those who do not like to discuss anything other than making e-learning as quickly as possible. Because quality is so important, I am going to put the summary first (it is normally at the end of each blog) Summary: 

Make sure you are not the only one to judging quality before the course is launched.  You certainly won’t be the only one after the course is launched!

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2014 Annual Meeting | The Presidents Forum - The Quest for Quality Assurance in Distance Learning

The Quest for Quality Assurance in Distance Learning

 

Hosted by The Presidents’ Forum and United States Distance Learning Association

 

Date: October 23, 2014

Location:

US Chamber of Commerce Hall of Flags

1615 H Street NW, Washington, DC 20062

Time:

8:30 a.m. –  4:00 p.m.

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Universities focus too much on measuring activity, not quality

Universities focus too much on measuring activity, not quality | Quality assurance of eLearning | Scoop.it

This meaningless pursuit of 'quality' is transforming academics into part-time administrators

 

Administrators in universities used to be people who would support academics in their role. Now it feels increasingly as if the administrative machine follows Parkinson's law, not only creating more work for themselves (under the guise of quality monitoring) but also more work for people who entered academia.

Strategic planning at every level used to be the responsibility of people who had already gained the trust and respect of their peers in teaching and/or research. Now, I see an increasing number of people who have no noteworthy research and supervision experience, who switch to administration, and are then put in charge of teaching, research and supervision committees.

The holy grail of all this administrative work is "quality". Quality monitoring, quality reporting, quality measuring, Office of Quality and so forth – this is the name of the new deity. I am afraid however, that all this paperwork suffocates its own raison d'être. All of these monitoring mechanisms are geared to measure activity, but not quality.

 

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Higher Ed Program > Rubric | Quality Matters Program

Higher Ed Program > Rubric | Quality Matters Program | Quality assurance of eLearning | Scoop.it
Higher Ed Program > Rubric

The Quality Matters Higher Education Rubric, Fifth Edition, 2014 is a set of 8 general standards and 43 specific standards used to evaluate the design of online and blended courses. The Rubric is complete with annotations that explain the application of the standards and the relationship among them. A scoring system and set of online tools facilitate the evaluation by a team of reviewers.

Unique to the Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific standards included in Alignment are indicated in the Rubric annotations.

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EFQUEL MOOC on e-learning quality | EFQUEL

EFQUEL MOOC on e-learning quality | EFQUEL | Quality assurance of eLearning | Scoop.it

We’re currently working with several partners to design and run an open online course aimed at creating a better understanding of quality in e-learning. As part of this process EFQUEL facilitated a workshop 16 July at our new Brussels office. The workshop’s aims were to agree on course content, learning objectives, learning activities as well as assigning roles and creating an action plan. The development of this course is in collaboration with partners in the following projects: OEI (Open Educational Ideas), EMMA (European Multi Mooc Aggregator), SEQUENT and HoTEL (HOlistic approach to Technology Enhanced Learning). In line with our open philosophy all course development is freely shared and we welcome external contributions. You can contribute to the initiative by adding your suggestions in this document. - See more at: http://efquel.org/efquel-mooc-on-e-learning-quality/#sthash.TBZUeNEs.sq5ceom5.dpuf

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Reputations at risk as platforms fail to screen Moocs

Reputations at risk as platforms fail to screen Moocs | Quality assurance of eLearning | Scoop.it
Poor-quality courses on platforms such as Coursera, edX and Udacity could cause reputational damage to universities, says Oxford expert
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Newsletter Issue 8 – July 2014 | ENQA

Newsletter Issue 8 – July 2014 | ENQA | Quality assurance of eLearning | Scoop.it

The proposal for the revised version of the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (ESG) was discussed at the Bologna Follow-up Group (BFUG) meeting on 9-10 April in Athens, Greece. Following discussions at the meeting, the ESG Steering Group was asked to produce written proposals on how the suggested changes might be integrated into the revised ESG and to carry out a survey targeting the BFUG members to gain an understanding of the level of consensus on the proposed changes. This survey has now been completed and the outcome was discussed by the ESG Steering Group at a meeting in Brussels on 25 June. The revised draft will be submitted to the BFUG Secretariat for discussion at the next BFUG meeting in Rome on 18-19 September. We remain hopeful that the Ministers responsible for higher education will adopt the revised ESG at the Bologna Ministerial conference in Yerevan, Armenia in 2015.

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QOLT Program Background | Course Redesign with Technology | CSU

The Quality Online Learning and Teaching (QOLT) program was developed to assist faculty, faculty developers, and instructional designers to more effectively (re)design hybrid and online courses.  The QOLT evaluation instrument, containing 9 sections with 54 objectives, provides guidance and feedback to instructors. In addition, QOLT now includes an option section on Mobile Platform Readiness (4 objectives). Each of the sections has a built-in rubric that provides feedback based on the instructor’s formative score. In addition, the QOLT program was developed to recognize and share exemplary practices in CSU hybrid/online courses. For further information, go to the CSU QOLT Call for Participation page or view a 1-hour informational webinar on the QOLT instrument and program.

The Quality Online Learning and Teaching evaluation instrument was developed after review of related research and literature, as well as careful consideration of existing models for assessing effective online teaching and learning.

    Rubric for Online Instruction:  Designed to assist development and evaluation of online courses while promoting dialog about student learning. Developed at CSU Chico in 2003, ROI is now adopted at over 100 institutions of higher education.
    Quality Matters: Developed through a FIPSE grant from 2003-2006, QM is a faculty-centered, peer-review process designed to certify the quality of online and blended courses.
    Quality Online Course Initiative:  An online course rubric and evaluation system developed in the state of Illinois to help colleges and universities improve accountability of their online courses.
    National Survey of Student Engagement: Hundreds of four-year colleges and universities surveyed since 2000 about student participation in programs and activities provided for their learning and personal development.
    Community of Inquiry: Addresses course quality on three aspects: Social Presence, Teaching Presence, and Cognitive Presence.

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Call for papers on assessment, certification & quality assurance in open learning

Call for papers on assessment, certification & quality assurance in open learning | Quality assurance of eLearning | Scoop.it

eLearning Papers has just announced a call for papers for its next issue, which will examine assessment, certification, and quality assurance in open learning. The deadline for submissions is 19 October, 2014.


Via QLET
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QLET's curator insight, September 29, 3:15 AM

Join the developing dialogue on quality development in open learning and help establish recognition for educational innovation!

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Quality Assurance Guidelines for Open Educational Resources: TIPS Framework Version 2.0

Quality Assurance Guidelines for Open Educational Resources 20
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The quality assurance of e-learning Taiwan - YouTube

Dr. Tony C. T. Kuo Associate Prof., Dept. of Information Management National Open University, Taiwan
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Conference Program - FEFU

Conference Program - FEFU | Quality assurance of eLearning | Scoop.it

"International and public accreditation as quality assurance mechanisms in professional education in terms of integration into the international educational space"Vladivostok1st DAY: October 29, Wednesday

 

Round table

 

"Foreign and Russian experience in e-learning evaluation and quality assurance"

 

Key issues:

Approaches in quality assessment of e-learning in the world and in Russia;

Changes in The Law of the Russian Federation on Education in the part of using e-learning tools;

Prospects of developing governmental accreditation procedures for educational programs based on e-learning technologies;

European quality seal e-learning – UNIQUe;

Targets of e-learning quality assessment;

Tools, criteria and stages of  e-learning quality assessment.

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ALT - Annual Conference 2014 - Session - Learning to Surf the (new) Quality Wave (575)

ALT - Annual Conference 2014 - Session - Learning to Surf the (new) Quality Wave (575) | Quality assurance of eLearning | Scoop.it

The introduction of fees and additional pressures faced by learners and institutions brought about by the global recession means that the traditional model of higher education is coming to a time of significant change. Modern learners demand a product that delivers graduate attributes such as employability within a subject-specific context but that also provides a quality return on their investment. While notions of delivery of a quality product within the HE agenda are not new, the changing demands of students in the international HE market has concentrated institutional attention on the need to respond to learner demand for increased value for money.

Definitions of quality within HE range from this notion of meeting customers’ needs through fitness for purpose to quality as excellence (Oliver et al, 2001). Existing models such as those provided by JISC QA/QE SIG (2011) and Edinburgh Napier’s 3 E framework (Smyth et al, 2011) can provide a good starting point. However, the response must necessarily be an individual one that informs the design of curriculum – including the VLE; is contextualised within the specific institutional framework; and shaped by student needs.

At the heart of the drive for delivery of high quality programmes at Northampton are a focus on the need to enhance both our quality irrespective of mode of study and the learner experience including their expectations of quality contact with tutors; together with a need to deploy low cost, high value academic and support activities. In substantial part, this is driven by a need to align our portfolio more with market needs, rationalise our offering and re-evaluate appropriate modes of study. There are a number of ways in which quality is being addressed and the purpose of this presentation is to explore how we are learning to surf the quality wave, avoid wipeout and ride with style!

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E-learning – from alternative to norm

E-learning – from alternative to norm | Quality assurance of eLearning | Scoop.it
Alastair Creelman, Vice-President at EFQUEL sheds light on why e-learning is no longer an alternative form of education.. (RT @alacre: E-learning – from alternative to norm. My thoughts on e-learning quality assurance.
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Pilot global quality platform for ‘non-traditional’ HE - University World News

Pilot global quality platform for ‘non-traditional’ HE - University World News | Quality assurance of eLearning | Scoop.it

A global quality platform to review non-institutional education providers is to be piloted by America’s Council for Higher Education Accreditation and its International Quality Group. The platform is aimed at protecting students and is a response to the explosion of non-traditional provision – including MOOCs – and increasingly international higher education.

In a nutshell, the quality platform – which will be piloted within the next two months – is envisaged as a voluntary, non-governmental external review of non-institutional providers undertaken by an expert team and based on self-evaluation, using standards that include student outcomes.

The Council for Higher Education Accreditation, or CHEA, will facilitate its development but the platform will need to be operated by an existing or new organisation, said CHEA President Judith Eaton.

The quality platform was discussed at a webinar last week titled “Exploring External Quality Review for Non-Institutional Providers” and attended by US higher education professionals and officials but also people from countries such as Barbados, Belgium, Ghana and Israel.

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Is the National Student Survey fit for purpose?

Is the National Student Survey fit for purpose? | Quality assurance of eLearning | Scoop.it
As the NSS celebrates its 10th anniversary, three writers take a long hard look at its usefulness from their different perspectives
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EUA

EUA | Quality assurance of eLearning | Scoop.it
9th European Quality Assurance Forum
Changing education – QA and the shift from teaching to learningHosted by the University of Barcelona, Barcelona, Spain
13-15 November 2014

 

The European Quality Assurance Forum (EQAF) provides a unique platform for the higher education and quality assurance (QA) communities to monitor, shape and anticipate developments in the field. The main purpose of the Forum is to foster a dialogue on QA that bridges national boundaries and leads to a truly European discussion on QA in higher education, and to create a common European understanding of QA through discussions and networking among different stakeholder groups.

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Towards Maturity - Modernising Learning? Join the 2014 Towards Maturity Benchmark Study

Towards Maturity - Modernising Learning? Join the 2014 Towards Maturity Benchmark Study | Quality assurance of eLearning | Scoop.it
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Learning Nexus receives Quality Mark - Training Press Releases

Learning Nexus receives Quality Mark - Training Press Releases | Quality assurance of eLearning | Scoop.it
eLearning provider Learning Nexus, has received the AIM Awards Quality Mark and has obtained ‘AIM Awards Quality Focused Organisation’ status.
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