Abstract
Given the importance of developing and offering accessible education for all, indispensable aspects of education for sustainable development (ESD) are needed. This study addresses that need by proposing a quality self-assessment for virtual education from an accessibility perspective. This proposal is based on previous literature about quality assurance in e-learning that considered accessibility and its application in the field of higher education. The bibliographic review was conducted by following Multivocal Literature Review (MLR) guidelines. The initial search returned 999 items from 5 academic databases and 32,200 professional sources from Google. After reviewing the sources, 37 of them were included. Then, the accessibility criteria were identified and integrated into an evaluation model. Such a model is divided into four dimensions: (1) organization, (2) student body, (3) teaching, and (4) infrastructure. The model also includes a set of standards (16), requirements (48), and evidence (63) that apply to each dimension. Moreover, self-assessment guidelines for accessible virtual education were proposed. They included a conceptual and theoretical framework, a self-assessment model, and a methodology for applying the model. The methodology included five phases: planning, model tuning or refinement of the model, evaluation, results, and continuous improvement. As future work, the implementation and validation of the guidelines will be carried out.
Highlights
The era of knowledge and technology has invigorated people’s social, educational, and organizational environments, forcing institutions to re-formulate their strategies to provide accurate quality responses to the environmental demands
The proposed self-assessment process constitutes an interactive and continuous process, which begins with a planning phase of the self-assessment activities, followed by the refinement or redefinition of the self-assessment model to the institutional reality and scope of application in the institution, continuing with the evaluation itself and ending with the analysis of results and the determination of strengths niques and instruments. It constitutes the analysis and systematization of the results of the “Assessment” sub-process, which begins with the identification of the strengths and weaknesses of the institution in terms of virtual education and culminates with the preparation of the self-assessment report
Continuous improvement: It constitutes the phase aimed at minimizing the gap between the established quality standards and the level of compliance in practice, as well as maintaining the achievements obtained and guaranteeing that there is no evand idence weaknesses that give to improvement proposalsother and their execution within of a setback in way the standards, including actions that enable thea continuous improvement
Summary
The era of knowledge and technology has invigorated people’s social, educational, and organizational environments, forcing institutions to re-formulate their strategies to provide accurate quality responses to the environmental demands. Learning during the COVID-19 outbreak has gone from a complementary methodology to a mandatory model [2,3] in education, becoming a challenge in many institutions due to the short time to adapt to the pedagogical process, added to the technical, academic, and communication difficulties caused by the pandemic [4]. In this sense, educational and business institutions must improve and ensure the quality of their service to achieve a competitive advantage by providing value to students and society as a beneficiary.
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