The first annual meeting of the US Council for Higher Education Accreditation’s International Quality Group was held last week, with a focus on the open education movement, growth of online, competency-based education and learning outside the traditional university – major higher education trends worldwide. The gathering explored issues in international higher education and their implications for quality assurance, academic corruption, ‘open badges’ and new ways of validating learning achievement, the open education movement including MOOCs, quality assurance in Central and Eastern Europe, and whether higher education is addressing economic and employment challenges.
The purpose of this study was to investigate the difference in the evaluations of online course quality using the Quality Matters model among four groups of reviewers: instructional designers, faculty with subject-matter expertise, peer faculty with no subject-matter expertise, and administrators. A causal-comparative design was utilized to determine whether the groups differed in their ratings. Instructional designers and other respondents for this study were recruited from several listservs and Maryland colleges. The MarylandOnline Quality Matters Rubric, consisting of 40 weighted elements, was used to evaluate the quality of two online community college English courses. The online courses chosen for this study were selected from the institutions whose English courses were recognized by Quality Matters in 2007 as meeting quality standards. The data analysis revealed no significant differences among the Quality Matters ratings of the four groups (instructional designers, administrators, faculty with subject-matter expertise, and peer faculty with no subject matter expertise). Based on the findings of this study, greater involvement of instructional designers in the review process could enhance the Quality Matters evaluative method. Show moreShow less
Quality assessment for e-learning: a benchmarking approach Although e-learning has become mainstream in most higher education institutions, it is still not included in many quality assurance systems. To address this need, the E-xcellence Next consortium, led by EADTU, has recently published an updated version of its E-xcellence manual 'Quality assessment for e-learning: a benchmarking approach'.
The greatest challenge identified in this study for integrating benchmarking e-learning into general quality assurance is the fact that the required changes related to and demanded for e-learning are not fully understood.
"Welcome to the Quality Code website redevelopment blog. This blog is run by a team in QAA currently working on developing a new interactive web platform to support the UK Quality Code for Higher Education"
Several baseline reports from Curriculum Design projects show change taking place in quality processes to support more experimentation, risk-taking and creativity. There is recognition that quality processes should enhance and not distract from the core business of building effective, responsive and relevant curriculum offerings. In some institutions this is being reflected in more integrated/clarified leadership e.g. at Deputy VC level. In others, diverse services and roles with responsibility for curriculum processes are being brought together in new structures such as a programme office or revitalised Academic Development unit.
A useful list of literature with many related to quality. Look out though all those references from Proquest have the surnames and forenames reversed! Some problem with the Proquest cite function - you need to go back to the Proquest entry to get the correct names.
QAA has confirmed that, in spring 2013, it is to undergo an external review by an international team appointed by the European Association for Quality Assurance in Higher Education (ENQA).
ENQA promotes European co-operation in the field of quality assurance in higher education. QAA was a founding member of ENQA and QAA staff member, Fiona Crozier, is currently Vice President. Member agencies are required to undergo a review once every five years, with QAA last reviewed in 2008.
Early in 2013, QAA will submit a self-evaluation report to ENQA. A review team of experts will visit QAA's offices in late spring 2013. A findings report will be produced by ENQA and published in the autumn of 2013.
To inform the preparation of the self-evaluation report, QAA has held a number of workshops and meetings with QAA staff, QAA Board, QAA Student Advisory Board, QAA Sounding Board and other stakeholders, during October and November.
For more information about ENQA and to view the 2008 report on QAA, visit www.enqa.eu.
The steering group of the Quality Assurance and Quality Enhancement in E-Learning Special Interest Group (QAQE SIG) is conducting a small piece of research to consider how the Key Information Set (KIS) requirements have been met within Institutions and to identify any challenges that the KIS poses for technology enhanced learning (TEL). We would like to invite members of the QAQE Special Interest Group (SIG) and other key stakeholders to answer a short questionnaire to help us gain insights into how TEL teaching activities and assessments have been categorised and if the KIS is influencing, or will influence, developments within TEL. The survey is anonymous and should take no longer than 15 minutes to complete.
Please use the following link to access the survey:
The questionnaire has ethical approval from the University of Hertfordshire (protocol number: EDU/SF/UH/00001) and will be open until 6th March.
In addition to the survey, the steering group is facilitating two consultation workshops to further explore any benefits or challenges posed by the KIS requirements and to contextualize early findings from the survey. Workshop attendance is free and refreshments will be provided. If you would like to attend please contact the relevant steering group member and they will provide further details.
March 14th Open University West Midlands, Birmingham.
Contact: Jon Rosewell Jon.Rosewell@open.ac.uk
April 24th London Knowledge Lab, Institute of Education.
Contact: Barbara Newland B.A.Newland@brighton.ac.uk
On behalf of the steering group, I would like to thank you in advance for helping us with our research
Like traditional education institutions, identity and reputation are important in MOOCs. For providers such as Udacity, Coursera, and edX, it means that the end user experience is vital in perceptions of overall quality. If students encounter a poor course (design, video, layout), that experience casts a reputation on the overall course provider. If they can’t offer quality courses, how do we know the assessments will be good quality? Or that plagiarism is being taken seriously?
Quality and Learning Objects. Quality, Ontologies and Semantic Web for e-learning. Informatics tools for quality assurance . Technical requirements for the quality of e-learning. Quality e-learning software.
Tuesday 19 februari 2013 14.00 – 15.00 (CET) Webinar using Adobe Connect. Read more Language: English Free of charge. Registration required!
Registered participants will be informed of the address to the meeting room 1-2 days before the webinar.
Quality is one of the key factors for open educational resources (OER) to gain mainstream acceptance and become part of an open educational practice (OEP) within higher education. Students and teachers need to be able to see the resource’s trustworthiness, target groups, areas of use, context, accessibility etc. What quality criteria can be placed on OER and how do we establish credibility?
This webinar will be led by:
Professor Grainne Conole (University of Leicester, UK)
Dr. Ebba Ossiannilsson (University of Lund, Sweden)
The popularity of declaring quality assurance seems to be growing significantly in the last decade, including the field of distance studies and e-learning. Unfortunately, the implementation of quality assurance mechanisms on the operational level faces considerable problems. In this article we describe different conceptions of quality of distance studies, the stage of research and implementation of quality assurance in Lithuania, and especially at Siauliai University. We present analysis of two case studies where different methods of the evaluation of distance studies were used: 1) Expert evaluation can prove that distance studies meet posed requirements, and therefore is acceptable in the organization; 2) Students’ questionnaires allow to investigate distance studies as a process. Also we present problems that arise while seeking to enhance developed instruments
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