Quality assurance of eLearning
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Quality assurance of eLearning
Improving eLearning through quality assurance and quality enhancement
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New approach to ensure high-quality learning and teaching in universities and colleges - Higher Education Funding Council for England

The funding bodies for higher education in England, Wales and Northern Ireland, as part of their statutory responsibilities, are consulting on a new approach to quality assessment to meet the future needs of students, employers and the sector.

 

The consultation sets out proposals for a quality assessment system that secures an excellent student academic experience and maintains confidence in degree standards. The proposals recognise the increasing diversity and dynamism of the sector, uphold its outstanding international reputation, and seek to foster excellence and innovation in learning and teaching in the particular context of individual universities and colleges. 

 

The consultation marks the second stage of a review of quality assessment which began earlier this year with a wide-ranging discussion with the sector and other stakeholders.

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The proposals build on three key elements of arrangements already in place: 

 

A shift from process-driven assurance to analysis of student academic outcomes. A number of respondents to the first phase of the review wished to see this shift. It builds on existing institutional activity to drive excellence and innovation in learning and teaching in the context of an institution’s own mission, location and modes of delivery, and the nature of their student body. 

 

Strengthening the existing external examining system to protect the integrity of academic standards. There was strong support in the first phase of the review for the external examining system, but recognition of the need for further modernisation and professionalisation. 

 

An enhanced role for universities’ and colleges’ own assurance systems. Governing bodies would confirm that their senates or academic boards were reviewing the quality of their students’ academic experience and (for institutions with degree awarding powers) academic output standards, and provide assurance that there were appropriate action plans in place where necessary. 

 

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"Implications of 'Dimensions of quality' in a market environment"

"Implications of 'Dimensions of quality' in a market environment" | Quality assurance of eLearning | Scoop.it

Is the information that prospective students are getting sufficient to enable them to assess what they are likely to gain from attending a particular higher education institution?

 

This is one of the questions posed by Professor Graham Gibbs in his new report Implications of 'Dimensions of quality' in a market environment, published today by the Higher Education Academy (HEA), with a foreword by Rt Hon David Willetts MP, Minister of State for Universities and Science.

 

The report follows up Professor Gibbs' highly influential 2010 report, Dimensions of quality, also published by the HEA. This research examined which factors, or dimensions of quality, could give a reliable indication of the quality of student learning. It found that the most important consideration is the way that institutions choose to use the resources they have available. Class size, the level of student effort, the teacher who is delivering a course or module, and the quantity and quality of feedback to students can all affect student outcomes, it said.

Professor Gibbs' new report examines how the HE community can apply the dimensions of quality he identified in 2010 to make a real difference to the student experience.

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2013-Early evaluation of the Unistats web-site - HEFCE

2013-Early evaluation of the Unistats web-site - HEFCE | Quality assurance of eLearning | Scoop.it

Early research into user experiences of the Unistats web-site, published today, shows that it is one of the most widely used higher education course comparison web-sites, and that universities and colleges rose well to the challenge of providing a new data set.

 

Since its launch in September 2012, the Unistats web-site has received over 3.8 million page views and over 175,000 unique visitors – an average of 984 new visitors per day. The site is used extensively by prospective higher education students, their parents, careers advisers, teachers and higher education staff.

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Next steps in risk-based quality assurance - HEFCE

Next steps in risk-based quality assurance - HEFCE | Quality assurance of eLearning | Scoop.it

25 October 2012

 

HEFCE has published the outcomes of its consultation on the future direction of quality assurance in higher education (notes 1 and 2).

 

The outcomes have been agreed by the HEFCE Board and will come into operation from the academic year 2013-14. They form a strong and positive package which puts students at its heart, and achieves better regulation by focusing effort where it is most needed.

The revised approach, which builds on existing good practice, will protect and enhance the student experience through robust and rigorous reviews of the quality assurance of teaching and learning in universities and colleges, and the standards of their awards. Students will continue to play a key role, as central partners in the quality assurance and enhancement of their higher education experience.

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