Quality Assurance In E-learning Research Articles

Benchmarking of the e-Learning Quality Assurance in Vocational Education and Training: Project Results

Purpose: The paper aims to present project No. 2020-1-SK01-KA226-VET094266 BEQUEL and partial results of the benchmarking questionnaire. Methodology/Approach: The starting point for the project solution was an analysis of the current state of ensuring the quality of e-learning in vocational training and education in the partner countries of the project (Slovakia, Greece, Spain, and Italy) and an overview of laws and regulations valid at the European level and in the world. A benchmarking survey was conducted to determine the level of e-learning quality assurance in these countries compared to good practices in the European Union. The Benchmarking Badge published monthly on the www.bequal.info portal tracks changes over time. Findings: The average standard for the four involved countries after the pandemic was the level for VET (Vocational Education and Training) providers: (1) strategy and policy for e-learning 71.6%, (2) support for trainers and trainees for e-learning 70.4, (3) infrastructure support for e-learning 74.9%, (4) program/course design and development and approval for e-learning provision 75.8%, and (5) e-learning training program evaluation procedures 67.9%. Research Limitation/Implication: On the one hand, the project was limited by the measures of the Covid-19 pandemic, during which face-to-face meetings and training were not allowed. Still, on the other hand, the VET providers recognised their weaknesses, strengths, and readiness for complete online education. Originality/Value of paper: Examples of good practice and video presentations inspire improving the quality of e-learning in VET.

E-Learning quality assurance is an act of symbolic control in Higher Education Institutions (HEIs)

There has been a dominance of e-learning Quality Assurance (QA) discourse since the adoption and increased usage of e-learning by HEIs. Research has shown that majority of graduates from HEIs were failing to meet industry expectation due to explicit mismatch between industry expectation and HEIs offering. This study aims to establish how e learning QA can act as a symbolic control in HEIs. The study used systematic literature review research methodology to understand the how e-learning quality assurance can be guaranteed in HEIs. The results of the study proposed a framework to be adopted and used by HEIs for e-learning QA. Of interest to note in the framework is the -e-learning QA was difficulty in HEIs due to the following aspects financial resources, culture, technological advancement, IT skills, leadership, staff retention, resistance to change and employee involvement. This study recommends that HEIs need to put the much-needed infrastructure, financial resources, develop the IT skills and benchmark their practices with international standards to effectively ensure e-learning QA.

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

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.

E-Learning: From an Option to an Obligation

Post COVID-19 outbreak, higher education practices changed considerably around the world. In Bahrain, institutions of higher learning as well as the country’s education quality authority have been challenged in different ways because of the pandemic and have been compelled to resort to e-learning and virtual approaches to quality reviews, respectively. This paper presents an analysis of e-learning in higher education in Bahrain and related quality assurance processes pre-and-post COVID-19. This is in addition to arriving at conclusions about what the next relevant steps forward are. The research method followed in this paper is qualitative, taking the form of a small-scale inquiry cast from a quality assurance perspective, that is social context-dependent and focusing on a specific case (e-learning in Bahrain pre-and-post COVID). It, thus, provides an interpretivist perspective in terms of knowledge. The data analysis points to a need for the establishment of a comprehensive set of guidelines for higher education institutions in Bahrain, to develop their own ‘Quality Assurance in E-Learning’ models. These models are simultaneously ones that can facilitate more accurate and in-depth quality evaluations by the Kingdom’s quality authority.

The Study of the Status of Factors Affecting the E-learning Quality Assurance from the Student Teachers’ Point of View

The Study of the Status of Factors Affecting the E-learning Quality Assurance from the Student Teachers’ Point of View

TINGKAT KEBERHASILAN E-LEARNING SEBAGAI TEKNIK PJJ DALAM MEWUJUDKAN CAPAIAN PEMBELAJARAN SUDUT PANDANG DOSEN DAN MAHASISWA

The COVID 19 pandemic affects the socio-economic life of the community, including in the field of education, however the Teaching and Learning Process must continue. In order for the learning program to match the academic schedule and achieve learning outcomes, the use of educational technology (E-Learning) is a necessity. E-Learning, namely the use of electronic media to organize learning. This study aims to identify the effectiveness of E-Learning from the point of view of lecturers and students through three kinds of dimensions: 1. The Pedagogical Dimension identifies three aspects: a. E-Learning planning; b. Delivery of e-Learning; c. E-Learning interactivity. 2. Technology Dimensions consist of: a. Easy-to-use,economical e-Learning platform, b. internet network connectivity. 3. Dimensions of Quality Assurance: a. The effectiveness of the evaluation of the implementation of e-Learning; b. Inhibiting and supporting factors for the implementation of e-Learning, c. Quality standards for the implementation of e-Learning, d. Effectiveness in designing and making e-Learning learning materials. This research is an evaluation research with a discrepancy evaluation model. The determination of the sample was carried out using a purposive technique, considering that this research was conducted at the Faculty of Economics and Business ITBS Diploma 3 Program. The results of this study are expected to be useful as a lever for the improvement of Distance Learning programs in the future, specifically for ITBS Institutions, for lecturers, for students. The expected outputs: 1. The findings of inhibiting and supporting factors for the implementation of e-Learning, 2. The effectiveness of designing and making e-Learning learning materials. 3. The effectiveness of the e-Learning quality assurance methods and mechanisms. 4. Recommendations for the implementation of e-Learning from the aspects of the system, lecturers, students, infrastructure in the future

The degree of using E-Learning websites by Jordanian universities’ student and Its relationship with quality assurance standards from the perspective of Quality Assurance Reprehensive: درجة استخدام طلبة الجامعات الأردنية لمواقع التعليم الإلكتروني وعلاقتها بمعايير الجودة الشاملة من وجهة نظر ممثلي الجودة فيها

This study aimed to identify the degree of using E-Learning websites by Jordanian universities’ student and its relationship with the comprehensive quality standards from the perspective of quality representatives in these universities. To achieve the objective of the study, the researcher used the descriptive correlation method and developed two tools. The first questionnaire examined the degree of using e-learning websites by Jordanian universities’ students and it consisted of (15) items. Where the second questionnaire, which examined the degree of applying the comprehensive quality standards, consisted of seven fields that cover (50) items. The validity and reliability of the two instruments were ascertained. The study sample consisted of (177) quality representatives from sixteen private and public universities located in the central district of the kingdom. The results of the study showed the following: The degree of using E-learning websites by Jordanian universities’ students was moderate (M=3.53), The degree of implementing E-learning quality assurance standards was high (M=3.71), and there is a positive correlation relationship with statistical significance at the level of significance (α=0.50) between the degree of using E-learning websites by Jordanian universities’ students and the implementation of E-learning quality assurance standards. The study recommended emphasizing the importance of applying quality standards as they have a significant role in improving the degree of students' use of e-learning sites.

Quality assurance dimensions for e-learning institutions in Gulf countries

PurposeIt has been argued in the literature that quality assurance is a relative concept. In view of the new challenges (and opportunities) created by e-learning institutions in the Gulf Cooperation Council (GCC) countries, this paper aims to explore the dimensions of quality assurance in e-learning and test the psychometric properties of the underlying dimensions.Design/methodology/approachA sequential mixed methods approach was applied in this study. In the qualitative phase, items were generated using the inductive and deductive approaches. This was then followed by the quantitative phase where data was collected from 275 senior academics, scholars and administrators associated with e-learning institutions in Kuwait, UAE and Saudi Arabia.FindingsThe findings of this study revealed that e-learning quality assurance is a multidimensional construct. The dimensions of accreditation, assessment, accountability and benchmarking were identified. Further, the model demonstrated adequacy in its validity and reliability.Practical implicationsIn the light of proliferation of e-learning courses in GCC countries, the results of this are invaluable to enable administrators and instructors to design strategy and foster innovation in the domain of quality assurance. E-learning institutions operating in a competitive environment have to design and implement an effective strategy to achieve innovation, uniqueness and diversity in the educational sector of their countries.Originality/valueThis paper has successfully validated an e-learning quality assurance questionnaire, which can be used effectively for evaluating e-learning programmes.

Investigating the Factors Affecting Quality Assurance in E-Learning

Background: Universities and institutes of higher education are always regarded as centers for thinking and disseminating sciences. To improve the scientific quality of such centers, direct their intellectual, religious, and political movements, and ensure that they fulfill their responsibilities and maintain their dynamism, the programs pursued by such centers should undergo constant quality assurance. The major objectives of e-learning are reducing costs, increasing accessibility, and improving quality. The concept of quality, however, is still a challenging issue in electronic and virtual courses and requires lots of research. Despite numerous assessments of e-learning from different perspectives, many experts believe that no comprehensive study has focused on e-learning quality assessment. Thus, the current study was an attempt to conduct a systematic and scientific research with the aim of offering scientific and executive suggestions for improving quality assurance in e-learning in those centers that are implementing or have offered to implement this type of learning. Method: This study adopted a comparative approach by studying papers through case-review. Then, the factors related to quality assurance were extracted, coded, summarized, and combined. Subsequently, using case analysis table, the main factors for e-learning quality assurance were identified. Results: Overall, 27 factors that are related to e-learning were identified and were subsequently reduced to nine factors using case analysis table and summarization and categorization of factors with similar themes. Conclusion: Establishing a proper structure to assess quality is one of the main factors leading to success in assuring quality in higher education. To this end, a suitable organizational structure should be created to assess and improve e-learning educational system. In this study we aimed to identify the main factors influencing e-learning quality assurance. At the end, nine factors were identified. Keywords: E-LEARNING, QUALITY ASSURANCE, FACTORS

ОБЕСПЕЧЕНИЕ КАЧЕСТВА ЭЛЕКТРОННОГО ОБРАЗОВАНИЯ В ЕВРОПЕЙСКОМ ПРОСТРАНСТВЕ ВЫСШЕГО ОБРАЗОВАНИЯ

In this article, international experience in ensuring the quality of e-learning education is considered and analyzed, as well as developed recommendations for improving the activities in this area in Ukraine. On the basis of the analysis it is determined the necessity to develop and legislate the normative legal acts regulating the procedure and procedures for accreditation of educational programs; the entry of national accreditation agencies into international associations of e-learning quality assurance agencies is important; to encourage higher education institutions to undergo international accreditation; guided by the approved international standards of e-learning when developing educational programs. The proposed recommendations will contribute to the development and improvement of the e-learning quality assurance system in Ukraine.

한국과 프랑스의 IT융합 이러닝 품질인증 평가준거 비교와 일반화 모형 연구

본 연구는 프랑스의 품질인증 가이드라인과 한국의 품질인증 평가준거를 비교하고, 이러닝 품질관리에 대한 표준화된 이러닝 품질인증 평가준거를 적용한 품질인증 제도에서 품질인증에 성공한 사례와 실패한 사례를 비교분석함으로써 이러닝 품질인증 평가준거에 대한 주요 평가영역과 평가항목을 구별하였다. 이를 근거로 프랑스의 품질인증 평가항목에서 반영해야할 이러닝 품질인증 평가준거, 평가영역, 평가항목에 대한 일반화 모형을 개발하였다. 이는 우리나라는 물론 AUF와 관련이 있는 아프리카나 아시아 국가들에게 그들이 응용할 수 있는 평가준거를 제시한 것이다. 본 연구의 결과는 이러닝 품질인증 제도를 시행하려는 전 세계의 기관들이 활용할 수 있을 것이며, 동시에 이러닝 품질인증 평가를 받고자 하는 이러닝 관련 기업이나 기관들에게 중요한 활용자료가 될 것이다. This study identified the important categories and items about evaluation criteria of e-learning quality assurance by comparing evaluation criteria between Korea and France case. For deriving the conclusion, this research analyzed the Korea quality assurance case which is consist of success or failure for evaluation of quality assurance, and built the generic quality model of e-learning evaluation criteria. A generic model about evaluation criteria, categories, and item of e-learning quality assurance, which should be reflected on French quality criteria, were developed based on statistical approach. This research suggests a evaluation criteria which can be applied to African and Asian countries, that are related to AUF, as well as Korea. The result of this study can be applied to all organizations around the world which prepare for e-learning quality assurance, and at the same time it will be a valuable resource for companies or institutions which want to be evaluated e-learning quality assurance.

IT Trends and Practices for E-Learning Development in Higher Education

This study focuses on hot, key and top recent trends of e-learning and its developments and the A proper diagram of these eLearning trends is designed for the universities which may keep a sharp look out for the short coming future particularly in higher education. The elements and quality approach of E-Learning are evaluated and Quality Assurance processes are set up. A framework for E-Learning Quality Assurance is designed in order to continue interest and investment in online learning. The results show postgraduate adult students can increase their learning path dramatically in an environment when provided information is only essential information enough to understand a concept; non-ambiguity, clearness and simplicity are the key factors. Predicting future hot trends and having a frame work for QA might be helpful in having successful in E-Learning processes in higher education.

Assuring Quality in E-Learning Course Design: The Roadmap

<p class="3">Quality Assurance (QA) concepts and applications in Higher Education (HE) emerge from evolving meanings related to HE’s dynamic relationship with social, economic, cultural, and technological developments. The latter has been redefined by the growth spurred by the forms distance and online education acquired during the last decades. Creating a roadmap with clearly articulated meanings of quality and consistent key actions fills a need for the involved communities to reground the research, policy-making, and the related discourse. Our current work consists of a thorough meta-analysis on all available research in every identified pertinent field. It is a qualitative review of the concepts, definitions, and approaches about quality in general, but also specifically, in e-learning in HE, as they have globally appeared in peer-reviewed journals, government reports, and web pages. As we left no stone unturned in enquiring regarding the meanings, uses, evolution, and applicability of the revealed variables it is our hope that the roadmap we provide here will guide future research and support policy-making in the field. The present study is part of the research project<em> e-learning Quality Assurance Design Standards in Higher Education</em> (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the <em>International David Wilson Award for Excellence in Teaching and Learning</em> (2015 edition).</p>

Crowdsourcing Management Education Assessment

ABSTRACT Assessment is now at the center of the new business education zeitgeist. This focus is the direct result of feedback from the business community regarding the growing gap between their needs and graduates from many business schools. Recently this divide has fallen under even closer scrutiny because of increasing student debt and the growing controversy over return-on-investment. Today business leaders are looking for web-savvy, problem-solving graduates. To this end, AACSB and regional accrediting bodies are calling for the adoption of comprehensive collaborative learning strategies to better align graduates' skill sets with the real needs of business. Crowdsourcing, which is the process of connecting students and faculty with a broad-based group of both internal and external resources, is receiving increased attention throughout the assessment community. Within this context, crowdsourcing broadens the resource pool and thus provides for improved quality assurance in terms of meaning, quality, integrity, accountability and transparency. The proposed crowdsourcing-based quality assurance strategy is illustrated using sample data from a recent MBA program assessment. This article also outlines how the crowdsourcing can be used to enhance student learning outcomes via specific implementation strategies. Keywords: Assessment, Quality Assurance, Crowdsourcing, Business Education, Social Media INTRODUCTION Assessment can be defined as the process by which educational institutions measure learning outcomes against a set of specific goal and objectives. This process typically involves evaluating content coverage, learning modalities, program rigor and resource support. For the purposes of this paper, quality assurance is defined as a methodology for characterizing the effectiveness of a particular academic course or program. One promising approach for enhancing the assessment process is through the use of crowdsourcing (Howe, 2006). To that end, crowdsourcing via social media is beginning to see increased application throughout the higher education universe (O'Leary, 2015; Sharma, 2011; Solemon, 2014). Specifically, crowdsourcing can open up multiple options for adding new dimensions to learning and knowledge acquisition by allowing students to connect in both formal and informal learning settings. For example, it offers a forum for faculty and students to present their ideas and problem-solving abilities in front of an entire community, whereas these ideas are frequently lost in translation when transmitted through traditional institutional channels. Students must take ownership of their own learning in exchange for multiple modes of engagement in familiar online social venues. At the same time, students must accept communal responsibility and provide mentoring in a quid pro quo environment where payment is non-material. Empowered by proven techniques in social learning design and crowdsourcing, these new responsibilities promise more effective and efficient learning outcomes (Anderson, 2011). Crowdsourcing can enable students to hone their problem-solving skills by accessing a large pool of talent via the assessment process. This learning strategy is based on a collaborative and constructivist approach that enables students to more fully develop the skill sets needed to meet the evolving demands from the business community (Bruner, 2011; Thomas, 2012). The business community has embraced crowdsourcing as an important problem-solving vehicle for over a decade (Brown, 2014; Rogstabius, 2014). The challenge of student learning assurance represents a key success factor in the future of management education, particularly as business schools continue the transition to online and blended programs. The following three learning paradigms offer a foundational framework for enhancing the assessment process within this expanding cosmos: 1) Formative Assessment Model (FAM), 2) Personal Learning Environments (PLE), and 3) E-learning Quality Assurance (EQL). …

Quality assurance in e-learning: PDPP evaluation model and its application

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

해외 이러닝 품질관리 동향 조사 분석

이러닝 품질관리는 정보화 시대의 교육에 대한 책무성의 하나로 양적 팽창 보다는 질적 강화를 위한 기본 방침으로 이해되어야 한다. 이에 본 연구는 해외에서 이루어지고 있는 이러닝 품질관리 동향 조사를 통해 우리나라의 이러닝 품질관리가 어떤 형태로 진행되어야 하는지에 시사점을 제공하고자 하였다. 따라서 5개 국가 9개 기관의 이러닝 품질관리 현황, 영역 및 대상, 지표의 쓰임 등에 대해 알아보고, 5개국의 이러닝 품질관리 특징을 분석하였다. 분석결과, 이러닝을 위한 다양한 자원 확보, 국가 수준의 이러닝 품질관리 통합, 전문가 양성 그리고 품질관리 시스템에 대한 집중과 선택이라는 시사점을 찾을 수 있었다. 즉, 이러닝 품질관리는 업무의 측면이 아닌 교육의 질적 향상이라는 범 국가적 차원에서 접근할 필요가 있음을 알 수 있었다. The e-Learning quality assurance is a part of responsibility for education in latest information age, and should be understood as a basic direction for qualitative enhancement rather than quantifiable expansion. In such a context, this study sought to survey latest trends of e-Learning quality assurance activities deployed around overseas countries, so that it could give possible implications on how to plan and perform e-Learning quality assurance in Korea. So, this study focused on surveying actual conditions, coverage, target and useful indices of e-Learning quality assurance activities deployed by 9 institutions across 5 countries, and characterizing those activities across 5 countries. As a result, this study could find out its implications such as acquisition of various resources available for e-Learning, nationwide consolidation of e-Learning quality assurance activities, development of specialists in e-Learning quality assurance, and choice and focus for e-Learning quality assurance system. In other words, it was found that e-Learning quality assurance should be approached from nationwide standpoint in the interest of better educational quality, rather than from viewpoint of task.

E-Policy and higher education: from formulation to implementation

Policy formulation and implementation is a highly contested domain within the South African Higher Education landscape. This contestation can be attributed to the lack of wide stakeholder involvement and the architecture of the policy-making process. The contestation is also born of an absence of a systemic monitoring and evaluation mechanism to ensure adherence to policy. In this paper, I present a document analysis of the e-learning policies of three higher education institutions (HEIs) in South Africa, with specific reference to how e-policy has shaped: access to information, e-learning as an alternate system of teaching and learning, quality assurance in e-learning, intellectual property rights (IPR) and e-communication. I also draw upon the similarities and differences that emerge from the three policies under scrutiny. In so doing, I provide a basis for discourse about current international trends influencing e-policy in higher education. In conclusion an analysis of the government's (South Africa) e-policy and its impact on the e-policy of higher education is also provided.South African Journal of Higher Education Vol. 21 (6) 2008: pp. 643-654

Quality assurance and e-learning: blue skies and pragmatism

This paper considers the role of quality assurance in e-learning; reflecting on the conditions necessary for successful e-learning. It reviews some of the current international work on quality assurance in this area and goes on to consider the ways in which the quality of a process or activity can be assessed—focusing on the use of benchmarking and specification of standards.DOI: 10.1080/09687760500376389