Quality Assurance in Virtual Learning Environments for Open Distance Learning

Abstract

Quality assurance, as the fundamental pillar of higher education development, continues to remain an integral part of the e-learning process. Most importantly, it influences reforms in higher education institutions globally. This chapter departs on the assumptions that (1) quality assurance, as power relations construct, is not free from cultural hegemony and (2) quality assurance in virtual learning environments should be guided and informed by Paulo Freire's humanizing pedagogy. In this chapter, we shall argue that quality assurance is both a philosophical problem and a policy imperative that is critical for the internationalization and globalization of higher education, more specifically virtual learning environments. We will further argue that the emphasis placed on the importance of quality assurance in virtual learning practices has been blind-spotted by the fact that quality assurance can be viewed as agent of cultural hegemony and cultural reproduction of capitalist societies. While we agree with all the positive elements attributed to quality assurance in virtual learning, we argue that they should be characterized by humanizing pedagogy and the international dimension (exchange of knowledge and interactive networking) and cultural hybridity.

Arabic as foreign language learning in pandemic COVID-19 as perceived by students and teachers

“…This data indicates that the quality of the process of Arabic online learning process is low. This statement is based on the theory of learning and the results of previous research which confirms that quality learning one of which can be seen from the process of opening/starting lessons (Pitsoe & Letseka, 2016;Uvalić-Trumbić & Daniel, 2018).…”

Heidegger and Althusser on Quality Management Systems in Open and Distance Learning

“…Tobeginwith,thenotionofquality,asavirtueofprofessionalpractice,isnotanewphenomenoninthehighereducationlandscape.Itisaboutcontentandintellectualinnovation.Itis noteworthythatinthehighereducationspace,qualityisconceivedasanexception, perfection, fitness for purpose, value for money and transformation [3].Notwithstandingthefactthatquality remainsanelusiveandcontestedconcept,inrecentyears,"therehavebeenincreasedefforts tobringtotalqualitymanagement(TQM)toacademiaandmakeacademicsmoreaccountable forthequalityoftheirproduct" [4].Mostimportantly,TQMhasbecomeacriticalcomponent ofhighereducationreforms;andplaysavitalroleinimprovingtheperformanceofhigher education.AsPratasavitskayaandStensaker [5] point out, "historically, one could argue that qualitymanagementinhighereducationhadalreadybeenintroducedduringthe1980s,and inthebeginningofthe1990stheideaofapplyingthepopularindustrialqualitymodels-suchasTQM,aimingatcustomers'satisfaction-tothehighereducationareawasalsoquite widespread". TheQMShasturnedintoamanagementthoughtforthegovernment,fundingbodies,and highereducationinstitutions.Thenotion'management'inthisinstanceiscompatiblewith Michel Foucault's framework of Governmentality.…”

The Influence of Various E-Learning Techniques Upon Technology Acceptance and Student Engagement in Differing Classroom Environments

“…Different students had to be accommodated based on their family's resources and socioeconomic status. While others, based on their physiological and developmental needs, had to be accommodated in other manners (Pitsoe & Letseka, 2016).…”

“…This format resembles those observed in online seminars and TedTalk videos, in which the instructor can provide a pre-established learning experience through an informative lecture or review. Benefits brought forth include a lack of a pre-established virtual conference or meeting and students can tend to their classroom obligations, assignments and exams at their own pace and timing within a certain timeframe (Pitsoe & Letseka, 2016). Tools such as discussion boards and threaded discussions can also provide students with an opportunity to exert their agency and autonomy while also taking visual and textual notice of their peers (Kirby, 2021).…”

“…Different students had to be accommodated based on their family's resources and socioeconomic status. While others, based on their physiological and developmental needs, had to be accommodated in other manners (Pitsoe & Letseka, 2016). Overall, to withstand delays which would prevent or disturb the development of students were often the most imperative notion in terms of the efforts made on behalf of the educational systems.…”