Quality Assurance in Distance Education and E-Learning: Challenges and Solutions from Asia

Jung, Insung; Wong, Tat Meng; Belawati, Tian

doi:10.4135/9788132114079

Cited by 20 publications

(13 citation statements)

References 12 publications

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“…In a review of Asian open and distance learning, Jung and Latchem (2007) noted that Robust and strategically significant evidence is needed to assure policy-makers, funding agencies, faculty members, learners and the general public that quality in operations and outcomes is not being compromised by ODL and blended learning, but improved, and that the new institutions, forms of delivery, methodologies and uses of technology are both fully justified and beneficial. (p. 246) More recently, Jung, Wong, and Belawati (2013) have analysed the challenges faced by providers in embedding quality systems, through 16 case studies from 12 Asian countries. Their discussion provides ample evidence of difficulties faced and some ways of addressing these.…”

Section: Introductionmentioning

confidence: 98%

The quality and reputation of open, distance and e-learning: what are the challenges?

Gaskell

Mills

2014

Open Learning: The Journal of Open, Distance and e-Learning

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Distance education institutions, students and staff have often had to overcome negative perceptions about the overall quality of their programmes and qualifications. In this paper, we identify four of the major challenges cited as undermining the credibility and effectiveness of open, distance and e-learning (ODeL): the quality of teaching, learning and quality assurance processes; outcomes; access; and the perceptions of students, staff and employers. We conclude with reflections on current and future developments in ODeL, including the impact of massive open online courses (MOOCs): how far do they have the potential to address the challenges identified? We argue that some of these have been, or can be, resolved in many contexts, and are now the same as those faced by all teaching and learning programmes. We should shift the main focus of distance teaching and learning programmes from inputs such as media adopted, to outcomes, in terms of students successfully achieving their intended goals in education, employment and future livelihoods. This will impact on employers' and others' perceptions of ODeL. Examples are drawn from all sectors and are, therefore, necessarily selective, and, unless specified, are relevant to all modes of ODeL. IntroductionDistance education students in all sectors have had a difficult time. Not only are they often studying part-time with all the pressures of additional family responsibilities or work, but also, for many years, their qualifications were not considered of any real value by their peers and potential employers. Results gained by distance education were considered secondrate; at University level, for example, learners might be thought to be inherently inferior because they were not 'good enough' to get into a 'proper' university, as evidenced by their lack of, or low, previous educational qualifications. The Open University UK (OU UK), for example, accepts undergraduate students with no qualifications at all; other Universities, such as the University of South Africa (Unisa) and Indira Gandhi National Open University accept students with lower entry qualifications than those required for conventional universities. In addition, results obtained were regarded as extremely dubious by many people who were suspicious about the quality of teaching and overall quality assurance processes (especially in assessment practices).

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Section: Introductionmentioning

confidence: 98%

The quality and reputation of open, distance and e-learning: what are the challenges?

Gaskell

Mills

2014

Open Learning: The Journal of Open, Distance and e-Learning

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“…The first, 'Quality assurance in distance education and e-learning: challenges and solutions from Asia' (Jung, Wong, & Belawati, 2013), is a collection of case studies demonstrating the ways that distance education is being implemented in Asia. Hope (2014) notes that it is not the advanced use of technologies of e-learning that produce student satisfaction and quality ratings for courses, but the provision of social and psychological support for students as well as good course information.…”

Section: Editorialmentioning

confidence: 99%

Challenges to producing high-quality distance learning

Kirkup

2014

Open Learning: The Journal of Open, Distance and e-Learning

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“…Algunos autores, cuando mencionan dicha calidad, se refieren a la satisfacción de los usuarios-estudiantes, mientras que otros se refieren a estándares o los resultados académicos y de aprendizaje obtenidos por los estudiantes. También hay autores (Ajmera y Dharamdasani, 2014;Ehlers, 2013;Jung, Wong y Belawati (2013); Rushby y Surry, 2016) que retoman a Harvey y Green (1993) para describir la calidad de la educación virtual. Según dichos autores, la calidad puede utilizarse como fenómeno excepcional (idea tradicional, excelencia y cumplimento de ciertos estándares), perfección o coherencia (equivalente a cero deficiencias y adecuada cultura de calidad), ajuste a un propósito (adecuación de los procesos para lograr los objetivos fijados), relación valor-costo (eficiencia económica o "accountability"), y como transformación (cambio cualitativo entendido como proceso continuo de transformación del estudiante).…”

Section: Definición De Calidad De Educación Virtualunclassified

Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes

Marciniak

Sallán

2017

RIED

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ResumenEvaluar la calidad de educación virtual implica contar con un conjunto de dimensiones determinantes para definir dicha calidad. Los modelos de calidad surgen para proponer, describir y establecer como valorar dichas dimensiones. Hasta la fecha, se han desarrollado múltiples modelos que pretenden conseguir dichos objetivos. Sin embargo, es curioso observar la falta de estudios comparativos acerca de dichos modelos, que no siempre presentan un enfoque coincidente en cuanto a las dimensiones de evaluación de la calidad de educación virtual. El presente artículo tiene como objetivo realizar un análisis comparativo de algunos modelos diseñados para la evaluación de la calidad de educación virtual, incidiendo en dimensiones propuestas para evaluar dicha calidad y establecer cuáles son las dimensiones relevantes o frecuentes consideradas por los modelos seleccionados. Se sintetiza una revisión bibliográfica que aborda el análisis comparativo de 25 modelos y 42 dimensiones de evaluación. Los modelos analizados han sido elaborados, entre otros, por investigadores, universidades, organizaciones de acreditación; y han sido propuestos a universidades para mejorar la calidad de la educación virtual que imparten. Los resultados del análisis muestran que las grandes dimensiones que describen la calidad de educación virtual según los modelos analizados son: el contexto institucional, la infraestructura tecnológica, los estudiantes, el docente, los aspectos pedagógicos y las dimensiones enfocadas en la evaluación del ciclo de vida de un curso virtual: el diseño, el desarrollo y los resultados del curso. Teniendo en cuenta que los modelos existentes poseen algunas dimensiones en común y otras divergentes, se concluye que no existe un criterio unificado en cuanto a las dimensiones abordadas para esta evaluación.Palabras clave: educación a distancia; educación virtual; educación superior; calidad de la educación; evaluación; garantía de calidad. AbstractCarrying out the assessment of the quality of virtual education implies taking into account a set of dimensions determinant for its definition. New quality models are created in order I.S.S.N.: 1138-2783 to propose, describe and assess such dimensions. Nevertheless, these models do not always offer a common perspective when it comes to the dimensions of the assessment of the quality of virtual education. Moreover, no comparative studies have been carried out regarding those models. The purpose of this article is to carry out a comparative analysis of several models designed to assess the quality of virtual education. The article focuses on the assessment dimensions proposed by the analyzed models in order to determine those considered to be the most relevant and frequently applied. The author sums up a bibliographical research based on a comparative analysis of a number of models and assessment dimensions drafted, among others, by researchers, universities and assessment organizations. All the analyzed models have been offered to the universities in order to improve the q...

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Quality Assurance in Distance Education and E-Learning: Challenges and Solutions from Asia

Cited by 20 publications

References 12 publications

The quality and reputation of open, distance and e-learning: what are the challenges?

The quality and reputation of open, distance and e-learning: what are the challenges?

Challenges to producing high-quality distance learning

Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes

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