Quality Assurance for Online Higher Education Programmes: Design and Validation of an Integrative Assessment Model Applicable to Spanish Universities

Marciniak, Renata

doi:10.19173/irrodl.v19i2.3443

Cited by 32 publications

(21 citation statements)

References 10 publications

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“…Effort on QA in online learning has been strengthened through publication of guidelines (Uvalić-Trumbić and Daniel, 2013; Grifoll et al , 2010; Huertas et al , 2018). Research on QA for online higher education programs has been conducted identifying the system of indicators for the quality assessment for online higher education programs (Marciniak, 2018) and using PDPP (planning, development, process and product) evaluation model (Zhang and Cheng, 2012). Effective implementation of QA system in OUs, ODL and online learning system has been daunting tasks and shared responsibilities by the management, people, and stakeholders involved in ODL(Alfonso, 2015; Belawati and Zuhairi, 2007; Bibi et al , 2018; Jamandre, 2011; Jung et al , 2013).…”

Section: Meaning Of Qualitymentioning

confidence: 99%

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Zuhairi

Raymundo

Mir

2020

AAOUJ

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PurposeQuality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in terms of the diversity of inputs, processes, the complex supply chain management of ODL and recent paradigm shift into online learning. Assuring the quality of ODL are daunting tasks at individual, institution and system levels. Completed before the beginning of the COVID-19 outbreak, this study aims to better understand the implementation of QA system in three Asian open universities (OUs), namely University of the Philippines Open University (UPOU), Universitas Terbuka (UT), Indonesia and Allama Iqbal Open University (AIOU), Pakistan.Design/methodology/approachA qualitative method was employed involving analysis of documents of the three Asian OUs and focus group discussions and interviews with management and staff. Data collected were then analyzed to draw conclusions and possible recommendations.FindingsFindings of this study presented good practices, challenges and rooms for improvement of the QA system in the three Asian OUs. Focusing on students and stakeholders in their QA effort, this study has revealed that quality begins with inner self and is multidimensional. QA is principally viewed as continuous improvement, as mechanism and assessment and as effort at exceeding expectations of students and stakeholders. The recent challenge for QA is to embrace a delicate process of ODL transformation into online digital system. The recent COVID-19 outbreak has further implications and challenged QA implementation in ODL in higher education into the next level of complexity.Practical implicationsThis study revealed the diversities in how OUs met the societal needs of their respective stakeholders and addressed the challenges ahead for QA in ODL.Originality/valueThese findings were expected to enhance the understanding of the theory and practice of QA in ODL and to contribute to quality improvement of ODL programs.

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Section: Meaning Of Qualitymentioning

confidence: 99%

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Zuhairi

Raymundo

Mir

2020

AAOUJ

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“…Higher education institutions could use external QA processes to sustain their development [42]; however, these processes have to be carefully designed to conform to the missions of the institutions. Leadership that is committed to ensuring a safe and creative college environment is essential for designing effective QA processes [43]. Indeed, studies in higher education in Nigeria have shown that for the attainment of quality higher education, any QA system must include physical facilities and infrastructure, innovations, quality teaching, human resources, and curriculum innovation that conform to market demand [44].…”

Section: Quality Assurancementioning

confidence: 99%

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

2021

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Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.

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“…Monitoring and ensuring the quality of online education is one of the key components of ensuring the sustainability of online university education. This issue is crucial for Ukrainian universities and is quite thoroughly developed in modern education science (Huertas, 2018;Marciniak, 2018). In current research on the quality of online university education, scientists (Huertas, 2018) identify ten main components that should be taken into account by universities (Huertas, 2018: 6/16): 1) Policy for quality assurance; 2) Design and approval of programs;…”

Section: Quality Assurancementioning

confidence: 99%

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2020

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Quality Assurance for Online Higher Education Programmes: Design and Validation of an Integrative Assessment Model Applicable to Spanish Universities

Cited by 32 publications

References 10 publications

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

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