A Framework for the Quality Assurance of Blended E-Learning Communities

Abstract. E-learning enables learners to decide what to learn, when, how and how fast. In the blended e-learning paradigm, knowledge is delivered using a combination of online and traditional distant education practices. The purpose of this paper is to propose a set of criteria for the evaluation of the educational process in blended e-learning communities. The systematic surveying and evaluation of the various parameters that affect the educational outcome is the primary aim of the quality assurance process. Existing evaluation methods provide general guidelines, which fail to cover the traditional distant education procedures (e.g. educational material, sporadic face-to-face meetings) that accompany e-learning activities. The key reason for the success of a blended e-learning approach is the balance between computer based and face-to-face interactions and the harmonic merge of the two. First, we review the current quality evaluation models for education and focus on the criteria that apply to blended e-learning approaches. Then, we discuss the issues arising from the combination of the two alternatives and propose solutions for improving the quality of the whole process

E-xcellence methodology: lessons learned over ten years of development and implementation

The E xcellence methodology for quality assurance of e learning in higher education has developed into a flexible and effective approach to quality assurance. It has proved suitable to meet the needs of a diverse range of institutions and national quality assurance regimes, and is applicable to both distance and blended modes. The E xcellence resources (http://e-xcellencelabel.eadtu.eu/) include a quality manual, guidance for institutions and assessors, and an online Quick Scan self-evaluation tool. The manual was updated in 2012 and 2016 to reflect evolving changes in practice. The E-xcellence methodology provides 35 benchmark statements, grouped under six headings: Strategic Management, Curriculum Design, Course Design, Course Delivery, Staff Support and Student Support. Higher education institutions self-assess their capabilities against each of the benchmark statements on a four-point scale. They also prepare a roadmap of future actions which can be mapped to benchmark statements. A visit by external reviewers enriches and complements the self-assessment. This study is based on an analysis of E xcellence self-evaluations and roadmaps at twenty higher education institutions. Tabulating those benchmarks that are rated as not yet adequate, and those which attract the most planned actions, highlights the aspects that institutions have found most challenging as they develop and implement online and blended learning programmes. This profiling exercise indicates that institutions regard issues of strategy, curriculum design and staff support as presenting the greatest challenges. Particular problems include staff workload and developing an online academic community for students. In contrast, the provision of reliable IT systems and hardware is unproblematic

NETCU: analising e-Learning neworked curricula in Europe: the importance of legal and quality assurance aspects

Conferência realizada no Porto de 6-9 de junho de 2012info:eu-repo/semantics/publishedVersio

Institutional and Student Transitions Into Enhanced Blended Learning

This presentation provides an overview of the ‘Transitions into blended learning’ project, which has focused on three areas: developing an institutional transition framework, researching student experiences, and identifying interventions to support effective transitions. The framework identified external drivers for blended learning, a set of considerations for institutions, and a set of processes to facilitate change involving three stakeholder groups at the heart of the model. The work included learner experience research with students newly engaged in blended learning. This work identified support needs around access (to technology and learning materials), attitudes (towards learning online) and attributes (skills) needed to engage autonomously in blended learning. The institution-wide Enhancement themes team identified a set of interventions or ‘anchor points’ to prevent the institution ‘drifting back’ into purely traditional approaches to learning and teaching. These included the recognition and promotion of good practice through case studies, development of an institutional e-learning framework, and an event to encourage staff and students to share good practice in blended learning. This three-year project was largely led by a PhD student (JA), working with the principal investigator (VHD) and the institutional representative (KG)

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

'No research is insignificant': implementing a Students-as-Researchers Festival

There are increasing demands for Higher Education (HE) students to play a role in research-active communities and, similarly, for College Based Higher Education (CBHE) lecturers to develop their research practices. A cross-consortium Student Research Festival was designed to create a collaborative 'community of discovery' (Coffield and Williamson, 2011) and enable final year students to disseminate their research studies to a wider audience. The Festival drew on current HE pedagogies to build an open communicative space in which the three dimensions of practice architecture (Kemmis et.al., 2014) were embodied. The Festival was evaluated through a Collaborative Action Research project in order to establish how the sharing of research contributed to the participants' identity as researchers. Data were analysed using the a priori categories afforded by the practice architecture framework. Valuable insights emerged into the students' conception of research, as detached from the 'real' world and belonging to the privileged few. These views were challenged by the experience of the Festival, which narrowed the gap between student and researcher and unsettled existing roles. Recommendations include widening the scope of the Festival to include other stakeholders and embedding further research building opportunities in the undergraduate curriculum

A new paradigm for teacher education: supported, open teaching and learning at the Open University

In this paper we draw on our experience over the last twelve years with three large scale distance education programmes for UK teachers to suggest factors which need to be considered by those embarking on large scale distance learning teacher education programmes. We focus on three programmes: a pre-service programme in initial teacher education, the Postgraduate Certificate in Education (PGCE); and two in-service programmes, the Learning Schools Programme (LSP) and TeachandLearn.net. which have made been significant in promoting access, entitlement and diversity. We suggest that in each case the programme structure and design was influenced by the interplay of a number of factors: the nature of teacher professionalism; current policies and priorities; financial constructs; technological tools and the regulatory framework. A number of themes emerge from analysis of participant data together with evaluation evidence back from institutions and individuals participating in these programmes. These can be identified as: (1) linear versus modular structures; (2) the importance of broking between the university and the school settings; (3) interactions of programme elements; (4) the role played by contemporary forms of ICTs. We draw together our experiences and research data for these programmes to suggest characteristics of the next generation of teacher education programmes

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ