Centralized and Decentralized Approaches to Managing Online Programs

Bergeron, Meridith; Fornero, Sarah

doi:10.1007/978-3-319-61780-0_3

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…The use of immersive learning environments for eLearning and evaluation of medical students allows for formative assessment mechanisms within the framework of the "Accreditation Council for Graduate Medical Education (ACGME)" (McGrath et al, 2018). Based on the best practices approach, technology, faculty, administration, curricular structure, and support are considered as the necessary elements in the framework of online program accreditation processes (Bergeron & Fornero, 2018).…”

Section: Standardization and Accreditation Systemsmentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

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Section: Standardization and Accreditation Systemsmentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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“…This domain for evaluating undergraduate e-learning programmes in the health professions in LMICs is aligned with the course overview and standards of learning objectives as defined by the QM model [1]. The domain further aligns with the curricular structure of Capacho et al [7] and the course design [8]. Prideaux [29] notes three levels of a curriculum: planned, prescribed, or implemented curriculum, which the former is often operationalised in educational programmes through specific outcomes, goals, designs and even assessments.…”

Section: Plos Onementioning

confidence: 98%

“…Fishbain et al [ 6 ] operationalised it in describing the process of evaluating online programmes, considering the structure, complexity, and cultural differences. Furthermore, essential elements in evaluating the quality of e-learning programmes such as technological infrastructure, institutional support, course design, support of instruction and learning, assessment, educators, administration, and curricular structure have been reported [ 4 , 7 , 8 ]. Fishbain et al [ 6 ] make a futuristic recommendation related to evaluating e-learning programmes for the health professions by including patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Mutua

Nyoni²

2023

PLoS ONE

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Background Before the Coronavirus COVID-19, universities offered blended learning as a mode of study. However, with the closure of all educational institutions, after the pandemic, most of these institutions were required to transition to e-learning to support continuous student learning. This transition was challenging to most institutions, as there were no standards to ensure the quality of e-learning. During this literature review, the researcher aimed to explore relevant literature and provide insight into the standards for undergraduate e-learning programmes in the health professions. Design An integrative review of literature. Data sources Online databases MEDLINE, CINAHL with full text, Academic search ultimate, APA PsycInfo, ERIC, Health Source: Nursing/academic edition, CAB abstracts, Africa-wide information, Sociology source ultimate, and Communication and Mass media complete were searched. Materials and methods Studies pertaining to low- and middle-income countries (LMICs) on standards in evaluating undergraduate e-learning programmes in health professions, published between January 2010 to June 2022, were considered. A two-step process was followed involving three reviewers and guided by an inclusion criteria focused on the evaluation of undergraduate e-learning programmes in the health professions. The initial hit produced 610 articles altogether, and eight articles that met the inclusion criteria were included in the study. Data was then extracted and analysed, and key themes were identified. Results Eight Key themes related to LMIC standards emerged from the eight selected articles: curriculum planning, proficiency of educators, learner proficiency and attitude, infrastructure for learning, support and evaluation. Conclusion In this review, we synthesised standards that have been used for evaluating undergraduate e-learning programmes in health professions in LMICs. A gap in standards related to clinical teaching and learning in undergraduate e-learning programmes in the health professions was evident from all the included articles. The identification of the eight unique LMIC standards in this review could contribute to guiding towards contextually appropriate quality e-learning programmes in the health professions.

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Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

Karadağ

Ergin-Kocaturk

2021

Int J Educ Technol High Educ

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COVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

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Centralized and Decentralized Approaches to Managing Online Programs

Cited by 5 publications

References 2 publications

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

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