Quality Assurance in Online, Open, and Distance Education

Abstract

Over the past few decades, online, open, and distance education (ODE) has enjoyed phenomenal growth across different regions, and with the spread of the COVID-19 virus, its use has adopted more quickly and widely at all levels of education in both developed and developing countries. There has also been a surge in trans-institutional online courses and programs. Despite this surge in widespread practice of ODE, an image problem that perceives ODE as a second-rate education, indicated by Daniel (Quality assurance and accreditation in distance education and e-learning: Models, policies, and research. Routledge, New York, 2011) a decade ago, still exists, meaning that there is a need for even stronger measures to ensure that ODE is as good as in-person education and that quality assurance (QA) systems are in place as it enters the mainstream of education.Applying QA to ODE processes and outcomes is a relatively new phenomenon. Drawing upon previous literature on quality and QA in ODE, including institutional case studies, this chapter examines various definitions of quality and QA in ODE practice, difficulties, and challenges presented by QA in ODE and the role of stakeholders in QA in ODE. It then discusses how different ODE institutions judge and assure the quality of their courses, programs, and services and what values and assumptions underpin such QA approaches. It finally draws conclusions about what still needs to be considered and actioned.

Quality Education Beyond Borders: An International Content Analysis for Transnational Distance Education

“…Drawing from the extant literature, scholars, policymakers, and practitioners argue for an outcome-based quality assurance framework, which is not apparent in the frameworks analyzed in this study (Darojat et al, 2015;Gao, 2019;Gift & Bell-Hutchinson, 2007;Latchem, 2014;Scull et al, 2011;Shelton, 2010;Tait, 1993). However, some scholars advocate for a more holistic, systemic perspective (Esfijani, 2018;Jung, 2011Jung, , 2022Zawada, 2019). Situated in foundational literature, Moore and Kearsley (2011) summarize that an online distance education system is complex and requires leaders to take a systems approach to understand the interrelationships between system components in terms of inputs and outputs to be successful in practice.…”

“…Therefore, this study builds on previous literature, suggesting that more research is necessary to measure the results of system inputs and processes to create valid instruments to inform quality. By identifying 265 Heiser Open Praxis DOI: 10.55982/ openpraxis.14.4.499 system inputs and outputs and incorporating indicators into an evaluative framework, institutions can self-assess or engage in a quality certification process to determine their performance and improve practice (Jung & Latchem, 2007;Jung, 2022;Maringe, 2010;Zuhairi et al, 2020).…”

“…A shift to an outcomes-based approach to define quality is consistent in distance education literature as well. Scholars recognize a dearth of research capturing an integrated, systemview of measurable quality dimensions in online distance education (Scull et al, 2011;Tait, 1993) and suggest future research focused on quality outputs and outcomes, not only quality inputs and processes, to develop benchmarks, standards, frameworks, and models (Esfijani, 2018;Jung, 2022;Latchem, 2014). However, defining quality is highly contextual by individual nations and government agencies (Guo et al, 2019;Middlehurst & Woodfield, 2006).…”

“…Despite the exponential growth in open, online, and flexible education and the internationalization of higher education over the past few decades, there is a significant dearth in the research, measurement and practice of international quality dimensions and learning outcome indicators. To meet this growing demand, Jung (2022) highlights the urgent need to develop holistic quality assurance frameworks that address global and local learning outcomes. In an effort to support this call to action, this study sought to articulate the relationships among quality indicators from five internationally accepted frameworks to establish a quality dimension typology to support transnational distance education internationalization efforts.…”