The Quality Assurance Agency describes quality assurance as “the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (QAA 2004), and quality enhancement as “the process of taking deliberate steps at institutional level to improve the quality of learning opportunities....
The purpose of this qualitative study was to examine the Distance Learning Quality Issues published by the American Assembly of Collegiate Schools of Business International (AACSB-International) to document the various characteristics that high-quality online courses must possess. A content analysis methodology was employed to examine the seven quality issues to develop a high-quality framework to assist business schools’ faculty and administrators and other educators in planning, designing, evaluating, and continually revising online courses
As epprobate, TOLDCo, and other partners around the world, grow as a community, we have found that our focus is changing from assessment of quality in online courseware with some guidance when needed, to guidance, mentoring, enhancing and supporting quality in online learning, with some assessment if required. We have also found that our course for reviewers has a more general application, helping to provide the basis of a professional approach to Quality in Online learning.
The EU high-level group on modernisation of higher education publishes its first report today on improving the quality of teaching and learning in universities. The group, chaired by former President of Ireland Mary McAleese, makes 16 recommendations (see Annex 1) which include a call for mandatory certified training for professors and other higher education teaching staff, more focus on helping students to develop entrepreneurial and innovative skills, and the creation of a European Academy of Teaching and Learning.
The high level group will now begin work on the second part of its mission, focused on how to maximise the impact of new methods of delivering quality higher education, such as massive open online courses ('MOOCs'), which enable people to access higher education from their homes. Partners in 11 countries recently launched the first pan-European MOOCs with the support of the European Commission (IP/13/349). The high-level group's next report is due to be published in June 2014.
High quality higher education is of utmost importance for students, institutions and society. An education of high quality provides the right tools for students to meet future challenges. A high quality higher education system is characterized by removing all obstacles to access, and facilitating progress and completion; implementing a student-centred approach to learning and fairly assessing students. This system must also be braced by adequate student support services; ensuring links between learning, teaching and research activities; individual, social and civic training for responsible and active citizens; mobility opportunities; academic freedom; and where students are considered full members of the academic community and competent, constructive partners.
ESU believes that the quality of higher education should be one of the highest priorities in the debates within the European higher education society. High quality and accessibility are two sides of one coin. It is of the highest importance that all higher education is accessible and of high quality in order to give the best possible conditions to enter and complete higher education.
In Spring 2013 we invited book chapters with the aim of contributing to the knowledge base on quality in vocational education and training. Given the recent launch of the EQAVET indicators, we were mainly interested in three topics within the VET sector: Methodologies and Use Cases of Quality Indicators; ICT for Evaluation and Self Evaluation; and Investment in training of teachers and trainers. The book presents a selection of insightful chapters received from dedicated researchers and VET practitioners from all around Europe and beyond. You can download the publication here. Enjoy the read. Editors: Anne-Christin Tannhäuser & Sandra Feliciano
LINQ 2014 will address innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities.
We are happy to announce that the 9th EFQUEL Innovation Forum 2014 will take place in conjunction with the LINQ 2014 Conference to shape the 2014 mega event for quality and innovation in education and learning. The 9th EFQUEL Innovation Forum in 2014 will address one of the greatest challenges in today’s quality development for education and training: how to achieve quality for opening up education (http://eif.efquel.org).
How's that for quality assurance? We would be better off to talk about Excellence in e-Learning, or my preferred term of Excellence in e-Education. The other thing that the chart illustrates is that most quality standards tend to ...
Monday January 13th, I was invited to present on how Open Badges and ePortfolios could contribute to the quality of learning at a seminar on quality in distance education organised by the FIED (Fédération Interuniversitaire de l’Education à...
Does eLearning Improve as More People are Able to Create it?
I don’t think it necessarily does. The profusion of content and authoring systems do mean that it is easier to put together quality content, but they also make it easier to put together poor quality content. In my experience with teachers and multimedia/interactive content, it is quite difficult to get them even to evaluate it for their own use, let alone suggest useful modifications to suit their students (you can’t skim or scan a SCORM package, or even a Powerpoint presentation!). A lot of the material we have been trying to put together has been based around Study and Life Skills and the challenge is to make these engaging whilst still providing a valuable learning experience.
See on Scoop.it – Quality assurance of eLearning. Ulf-Daniel Ehlers (2013): Open Learning Cultures. A Guide to Quality, Evaluation and Assessment for Future Learning. New York (Springer) It is true… an avalanche is ...
It’s an interesting question, one around which there is growing concern. There are so many ways to define quality that the conversation is often at cross-purposes. When we talk about the quality of a course or a program, are we talking about outputs such as grades, degrees, competencies and jobs? When we say we have a high-quality offering, are we really talking about inputs? Is it about the expertise and national reputation of the faculty and/or the institution? Is it about the money spent and the production value of videos and other content in the course? Is it about the sophistication of the technology platform that can support large numbers of students? Or are we really, specifically, talking about the student experience in a course?
The International Journal for Innovation and Quality and in Learning (INNOQUAL) is dedicating a special issue on “Quality in MOOCs” which will be published in May 2014.
The call for papers is open now, and can be downloaded here.
The editorial board welcomes submissions on the follow aspects:
Conceptional and theoretical considerations on quality development/management for MOOCsEmpirical studies assessing the quality of MOOCs/ large- and medium-scale evaluations of MOOCsEmpirical studies on learner achievements and success (e.g. by metrics or surveys) with diversified view what success constitutes for this new form of online learningEmerging models for quality assessment in MOOCs
During the master class on the role of MOOCs in higher education (23 October 2013), a draft version of the 'OpenupEd label' was launched. The presentation of John Rosewell introducing this label can be viewed here as well as on slideshare. On the 7 November the OpenupEd label was slightly improved and is now under review.
epprobate is developing into a modern Community of Practice. It has always had an open culture, giving information and being a part of new thinking about quality in e-learning. It has always welcomed newcomers (that’s how I joined) and is eager to learn as much as teach. epprobate acts as a champion for quality in Courseware but it is also open to supporting quality in e-learning generally and the mix of ideas leads to new ways of approaching quality issues. There are changes happening at epprobate and I for one will be eager to see the results. Whatever they are it will be good for quality in e-learning!
Good assessment practice is designed to ensure that, in order to pass the module or programme, students have to demonstrate they have achieved the intended learning outcomes”. – The Quality Assurance Agency for Higher ...