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.
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 …
Assuring Quality in E-Learning Course Design: The Roadmap
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).
Emily Hixon, Ph.D Purdue University Northwest firstname.lastname@example.org
Casimir Barczyk, PhD Purdue University Northwest email@example.com
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.
Two studies provide evidence of the impact of participating in QM Peer Reviews and QM Professional Development.
Data analysis of the QM review exit survey highlights who is making change, not only on their online, but also face-to-face courses. A study done by researchers at The University of Pittsburgh explored the impact of QM PD workshops and courses on faculty's pedagogical practices in online, face-to-face, and blended instructional modes. Both studies point to participating in QM PD impacts teaching across delivery formats.Empty description
Data is a fact of life for everyone in higher education. And there’s a lot of it. Among other things, there’s data about students, staff, estates and research. At a national level data turns into metrics, benchmarks and performance indicators. There are percentages, proportions, a standard registration population, headcounts and full person equivalents.
Data–driven decision making
This proliferation of internal and external data leads institutions into taking a more data-driven approach to strategic decision making, one which focuses on student outcomes and experiences.
The findings of Higher Education Reviews (HERs) undertaken by the Quality Assurance Agency (QAA) highlight some of these approaches. Data is being used to improve the student experience in many ways: from supporting changes in curriculum and assessment approaches, to strategic decision making on estates and improving key performance indicators. For example, at De Montfort University they have implemented a new suite of self-service reports and data visualisations that have led to more affective academic monitoring and strategic planning.
A set of examples of good practice from reviews is given at the end of this post.
Introduction: In this webinar we will discuss quality issues in open, online and technology enhanced learning. Taking into account new developments and new challenges for education in the next decades, we need to reconsider the concept and methods of quality assurance, and even rethink the whole quality culture in open, online and technology enhanced learning. In this webinar we will discuss what quality means, what it entails to install a quality culture and how we can assure quality levels when the learner takes the control of his or her learning in a global learning environment. Five presenters will give their perspective on quality issues, and discuss with the audience how quality improvement will affect the future of open, online and technology enhanced learning.
Quality Principles and Standards Released for Competency-Based Education Programs
October 20th, 2016 Quality Principles and Standards Released for Competency-Based Education Programs
October 20, 2016—The Competency-Based Education Network (C-BEN) today released eight draft Quality Principles and Standards for Competency-Based Educational Programs that are designed to address, head on, the quality and intentionality of competency-based education (CBE) programs and how well these programs meet the needs of students and institutions.
The draft quality standards for CBE programs were outlined by a panel of institutional experts at the CBExchange convening, which drew over 400 CBE visionaries and practitioners.
“Our goal is to provide standards to the field that institutions can draw on to inform the design or scaling of high-quality programs,” said Charla Long, executive director of C-BEN. “These quality elements can provide guideposts and assurances to policymakers and accreditors tasked with regulating this vibrant, and still emerging, field of practice.”
A declaration is a positive statement FOR integrity and against contract cheating. It lets everyone know that we want to bring down the contract cheating industry (#defeatthecheat) and engage in learning (#excelwithintegrity).
To have your campus participate in the Whiteboard Declarations on the October 19th International Day of Action, complete the following steps:
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.
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.
Redesigning Design: Field Testing a Revised Design Rubric Based of iNACOL Quality Course Standards
David Adelstein, Michael K Barbour
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
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..
The TeSLA project is looking for experts to participate in the external evaluation committees in order to evaluate the quality aspects in the implementation of the 3 pilot tests to be carried out during the courses 2016-2017 and 2017-2018 in 7 European universities.
The aim of the TeSLA project is the creation of an e-assessment system that will be able to provide effective proof of student identity and authorship within the integration of anti-plagiarism tools and biometric analysis.
During the pilots, experts will provide proposals for the improvement of the subsequent pilots and the assessment methodology, among other aspects.
The call will be open from 11 to November 25 inclusive (Send an email to firstname.lastname@example.org).
ENQA’s working group on quality assurance and e-learning acknowledges that much has been done already in the area of quality assurance and e-learning, however, as it would seem existing work has not yet been adequately adopted, the group sees a need to improve it, to raise the discussion by providing more neutral, reality-based, concrete examples – bearing in mind the diverse user profiles and forms of e-provision and that online education comes with its own specific competencies – and by referring more explicitly to the ESG.
The working group aims to make more clear how online education, which is creating some challenges and increasing the complexity of QA agencies’ work as they struggle to determine how this non-traditional form of education can be evaluated using traditional methodologies, can be better evaluated by QA agencies, thereby also helping HEIs to understand and improve their own IQA processes.
Members of the working group
Ana Capilla, FCM, Spain
Esther Huertas, AQU Catalunya, Spain (Chair)
Raúl de Andrés Pérez, FCM, Spain
Charlotte Ejsing, UKÄ, Sweden
Eduardo García Jiménez, AAC-DEVA, Spain
Liza Kozlowska, NVAO, Netherlands
Liia Lauri, EKKA, Estonia
Sandra Marcos Ortega, ACSUCYL, Spain
Michael Ofner, AQ Austria, Austria
Marvin Oxenham, EEAA, Germany
Frano Pavic, ASHE, Croatia
Monica Risse, AAQ, Switzerland
Georg Seppmann, Evalag, Germany
Nora Skaburskiene, SKVC, Lithuania
Pranas Stankus, SKVC, Lithuania
This working group is coordinated by Lindsey Kerber.
The Tertiary Education Quality and Standards Agency (TEQSA), which is Australia’s national quality assurance and regulatory agency for higher education, will share its experience in the quality assurance of online learning in Bali, Indonesia, with fellow Asia-Pacific Economic Cooperation (APEC) economies including Vietnam, China and Mexico.
The aim of the European Union-funded TeSLA (Adaptive Trust-based e-assessment System for Learning) project is to improve the online assessment process by introducing tools and resources in learning activities that gather data that enable students to be authenticated and identified. By means of this innovative online assessment system, TeSLA opens up new opportunities for educational institutions, guaranteeing equal opportunities and providing an inclusive solution.
Within the framework of the TeSLA project, ENQA is pleased to invite its members, affiliates, and other interested stakeholders to participate in the conference entitled “Social dimension of e-learning – Addressing challenges through QA”.
One of the hallmarks of a quality online course is alignment among learning objectives, instructional materials, and assessments to ensure critical course components work together so learners can achieve desired learning outcomes. This post illustrates how alignment drives the development and implementation of effective assessments. Assessment is the method we use to gather data about students in order to evaluate, measure, and document their learning progress, such as exams, papers, and discussions. Let’s dive deeper into alignment and creating effective assessments by examining course- and module-level learning objectives and a potential assessment strategy for one of our SPS online courses.
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.
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