The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality.
The QM Teaching Online Certificate enables instructors to demonstrate their knowledge mastery of online teaching. The seven workshops that make up the Teaching Online Certificate include competencies aligned with QM’s Online Instructor Skill Set. Instructors who take the series are provided with the background knowledge needed for teaching online. The workshops will provide both current and potential online instructors with the experience of learning online from the student's perspective.
Instructors will receive a QM Digital Credential upon successful completion of each workshop that is tied to evidence that supports their mastery of each teaching competency. Earning all seven QM Digital Credentials earns instructors the Teaching Online Certificate. Show proof of your online instruction knowledge with QM’s Digital Credentials.
This reflection workshop will focus on the needs of learning providers and ways to improve the quality of learning delivery. The workshop is a follow-up to last year’s event and will help identify our work priorities in supporting learning providers for the next three years.
Florida International U explores whether redesigning courses according to best practices actually leads to improvements for faculty members and students.
August 30, 2016 By
After spending, in the words of educational technology manager Gus Roque, “a lot of work and … a lot of money” to redesign hundreds of courses according to Quality Matters’s standards for high-quality online education, Florida International University this spring decided to take a step back. “We figured we’d do some research and see if it’s worth our time,” Roque said in an interview. The result was a report released last month that compared 29 online course sections that had been redesigned according to best practices to 664 online sections that hadn’t. Across all the metrics the university’s researchers looked at -- from the time students spent in the online course to how they evaluated the course and the grades they earned -- the redesigned courses posted better results.
Education, deterrence, detection: how to tackle the problem of essay mills
Cheating through the use of custom essay writing services is a worldwide problem with no single solution for combatting this form of plagiarism, finds a new report from the Quality Assurance Agency for Higher Education (QAA). Also known as 'essay mills', the report finds that these services are rife and often blatant in their offer to students. There is no specific legislation on their activity, and limited legal precedent on challenging the sites themselves or the students that use them.
OK, now you’ve looked at most of the pros and cons of online learning, you’re now ready to start. But you want to make sure that if you are going to do online learning, you are going to do it well. What will that entail? First, let me define by what I mean by ‘doing online learning well.’ I define a high quality online course in the following way: teaching methods that successfully help learners develop the knowledge and skills they will require in a digital age. Now of course that could equally define a high quality face-to-face or classroom course. Chickering and Gamson (1987), based on an analysis of 50 years of research into best practices in teaching, argue that good practice in undergraduate education: 1. Encourages contact between students and faculty. 2. Develops reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning. These guidelines apply just as well to online learning as to face-to-face teaching. At the end of the day, the best guarantees of quality in teaching and learning fit for a digital age are: * well-qualified subject experts also well trained in both teaching methods and the use of technology for teaching; * highly qualified and professional learning technology support staff; * adequate resources, including appropriate teacher/student ratios; * appropriate methods of working (teamwork, project management); * systematic evaluation leading to continuous improvement.
"Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives.
Online proctoring was a hot-button topic at Questionmark’s annual Users Conference. And though we’ve discussed the pros and cons in this blog and even offered an infographic highlighting online versus test-center proctoring, many interesting questions arose during the Ensuring Exam Integrity with Online Proctoring session I presented with Steve Lay at Questionmark Conference 2016. I’ve compiled a few of those questions and offered answers to them. For context and additional information, make sure to check out a shortened version of our presentation. If you have any questions you’d like to add to the list, comment below!
This is a short presentation at an expert's meeting on my thoughts about MOOC quality. I focus on the elements of personal learning and present the four elements of MOOC quality, autonomy, openness, interactivity. The workshop was one of the elements in a longer-term study that resulted in the publication of Quality in MOOCs; Surveying the Terrain, by Nina Hood and Allison Littlejohn in June 2016. Keynote, May 01, 2016.
The University of Derby is the first UK university to be awarded the OpenupEd Quality label by review for their Massive Open Online Courses (MOOCs). OpenupEd is the only quality assurance framework available with benchmarks for MOOCs. The label has been developed by the European Association of Distance Teaching Universities (EADTU), the European association of leading institutions in online, open and flexible higher education.
The Open SUNY Center for Online Teaching Excellence (COTE) has developed an online course design rubric and process that addresses both the instructional design and accessibility of an online course that is openly licensed for anyone to use and adapt. The aim of the Open SUNY COTE Quality Review (OSCQR) Rubric and Process is to support continuous improvements to the quality and accessibility of online courses, while also providing a system-wide approach to collect data across campuses, institutions, departments, and programs that can be used to inform faculty development, and support large scale online course design review and refresh efforts systematically and consistently. Empty description
By Christine Voelker, K-12 Program Director for Quality Matters
It started with a call
It’s crazy to think that it was about a year ago this time that we were preparing to send out the call for nominations for dynamic individuals interested in serving on the committee that would mold the next editions of the K-12 Secondary and K-12 Publisher Rubrics. The response was overwhelming, and with only twelve slots, we had to turn away many worthy educators. In the end, we were confident that we had chosen the right mix of teachers and instructional designers to help us in this endeavor. The stakes were high, as hundreds of schools and districts who use the QM Rubrics as a guide to improving and developing their online and blended courses were counting on us to make updates that not only reflected the latest in online and blended research, but also current best practice. This year’s K-12 Rubric Revision Committee was composed of educators from all over the globe.
The seminar on the European dimension of quality assurance will take place in Brussels at the University Foundation on 3-4 November 2016. The seminar hopes to gather new staff of QA agencies or those who are interested in learning more about the context of quality assurance at the European level.
The programme aims to inform participants about relevant topics such as the Bologna Process, the European Commission’s priorities concerning quality assurance and higher education, the role of the main stakeholder bodies (including the E4 and EQAR) in the European Higher Education Area, and the purpose of the Standards and guidelines for quality assurance in the European Higher Education Area (ESG). Participation is open to ENQA members, affiliates, and other interested stakeholders.
Daniel, J. (2016) Combatting Corruption and Enhancing Integrity: A Contemporary Challenge for the Quality and Integrity of Higher Education: Advisory Statement for Effective International Practice: Washington DC/Paris: CHEA/UNESCO
Daniel, J. (2016) Lutter contre la corruption et renforcer l’intégrité : un défi contemporain pour la qualité et la crédibilité de l’enseignement supérieur: Déclaration consultative pour des pratiques internationales efficaces Washington DC/Paris: CHEA/UNESCO
Those of us working in online learning are often berated by academic colleagues about the possible lack of integrity in online learning due to issues such as plagiarism, diploma mills, or ‘easy’ qualifications lacking rigorous academic process. Such cases do occur, but having read this document, it seems that the more traditional areas of higher education are prone to far more egregious forms of corruption.
The European Quality Assurance Forum (EQAF) provides a platform for discussion, professional development and exchange of experiences among the main stakeholders in quality assurance (QA). Specifically, the Forum will be of interest to rectors and vice-rectors responsible for QA, QA officers in higher education institutions, students, QA agency staff and researchers working on higher education or the QA field.
The 11th European Quality Assurance Forum, organised by ENQA, ESU, EUA and EURASHE, will take place on 17-19 November 2016, hosted by the Slovenian Student Union and the University of Ljubljana, in Ljubljana, Slovenia.
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