2 research outputs found

    The Implications of Applying Total Quality Management (TQM) On E-Learning in Egypt. “Suggested E-Learning Service Quality Model”

    Get PDF
    Egypt is seeking to accelerate comprehensive and sustainable development and to achieve higher growth rates for the interest of all classes and categories of society. According to what was published in 1/7/2013 by the public association for adult education AEA at the information and decision support centre in Egypt; 14.9% of population in age between 15 and 35 years old are illiterate. Here, we have to ask:" How a society where 14.9% of its young working power is illiterate can execute the mentioned adopted strategy of development?!"The Egyptian young working power is poor educated due to the bad education system ranking 131 out of 144 in the world. There is a need for a good High Educational system, affordable to those who does not have the opportunity to leave there jobs, from where they gain to live, in order to have a good education to improve their social life, and help them being part of the required development. Making benefit from the technological revolution and the excitement and passion of using it, can give the chance to offer an E-learning service through which a human development could be achieved. Then, strategies could be well adopted to improve society. In Organizations; Total Quality Management (TQM) has become most widely used management acronym and is considered as the buzz word in the management practices, keeping an eye on details. TQM is mainly concerned with continuous improvement in all work, from high level strategic planning and decision-making, to detailed execution of work elements on the shop floor. On the other hand, Enterprises find ways to set themselves apart in the hyper-competitive global marketplace by applying e-service. E-Service may provide the greatest return on investment (ROI) and sets the foundation for adding and integrating other E-Business functionality in the future. Customers can achieve the service through web page without a need to any help or support at any time. E-service and Total quality management (TQM) seek for same goals, but from different perspectives. Now, what if an organisation offers an E-service while applying Total quality management (TQM)? Hoping to achieve a good affordable High educational E-learning system, it was decided to study “The Implications of applying TQM on E-Learning in Egypt”. This is for the great impact of the E- learning quality on the education as main national issue in Egypt. E-Learning was implemented in the near past few years, through limited programs in national Universities, and the Egyptian E-learning University established in 2009. The Quality management were also taken as essential of management in the higher educational institutes there. This research take a track to suggest Total Quality management Model to improve E-learning service offered in one of the Higher Educational Institutes in Egypt. The suggested e-learning Model emphasize that the eight elements of TQM were engaged in the Baldrige criteria framework. Quality Function Deployment (QFD) the main tool of evaluation of all the processes. The Idea of this model is to use Quality function Deployment (QFD) to translate and plan the‖ voice of the customer‖ into the quality characteristique of the service before enter the market. QFD analyse the client‘s requirements,define how each requirement will be satisfied by the service,organize the needs,illustrate the relationship between the requirement of the customer in the market and the needs to fullfil them. The result will be transmitted to the leadership Management,who will deploy the quality ,and apply the eight Total Quality Management Principles going through the seven categories of the Baldrige Criteria. The result of all the model phases shall affect the learner through the afforded high quality E-learning service. The high qualified personnel educated through the high quality E-learning system, will affect the social culture and environment from where comes the ―voice of cutomer‖, to be analyzed through the QFD, to the leadership management, and the improvement cycle continue.The suggested E-learning service Quality Model represents required emerged recognised set of procedures for validation of quality framework

    Proposta de um modelo de avaliação das actividades de ensino Online : um estudo do ensino superior português

    Get PDF
    Doutoramento em Multimédia em EducaçãoNeste trabalho apresenta-se um quadro teórico de referência para a avaliação do ensino online, que pretende situar as actividades definidas e desenvolvidas pelos docentes no que respeita às Dimensões da Aprendizagem, da Interacção e da Tecnologia. O referencial teórico que baliza este estudo foi desenvolvido tendo em linha de conta directrizes e orientações nacionais e europeias no que diz respeito ao Ensino Superior (ES), em especial em relação à questão da qualidade do ensino e da integração das tecnologias da informação e da comunicação no currículo. Desta forma, pretendeu-se cumprir um dos objectivos desta investigação, ou seja, contribuir para o desenvolvimento de um quadro conceptual enquadrador do pensamento sobre a avaliação do eLearning no ES e, em particular, das actividades de ensino online. Com base nos pressupostos teóricos definidos, desenvolveram-se dois instrumentos de avaliação que permitem perspectivar as percepções de docentes e de alunos em relação às actividades de ensino desenvolvidas online. No sentido de se definir um público-alvo para testar estes instrumentos, levou-se a cabo um estudo empírico que compreende três fases. A Fase I foi de cariz eminentemente exploratório, uma vez que se inquiriram todos os Estabelecimentos de Ensino Superior (EES) portugueses, com vista a caracterizar o panorama nacional no que releva da utilização de plataformas de eLearning por parte dos EES portugueses, outro objectivo deste trabalho. A Fase II constituiu o momento em que se aplicou pela primeira vez o instrumento de avaliação, apenas dirigido aos docentes, uma vez que universo de respondentes, a considerar-se também os alunos, seria de difícil gestão. Na Fase III seleccionou-se um universo mais reduzido (os quatro cursos de 3.º ciclo ministrados em bLearning em Portugal no ano lectivo de 2009/10), o que permitiu efectivar uma avaliação destes cursos na perspectiva dos docentes e também dos alunos (segundo instrumento de avaliação). Analisados os resultados obtidos nestas três fases, termina-se com a convicção de que se trata de um modelo de avaliação do ensino online passível de ser aplicado ao ES. Isto porque permite não só caracterizar os vários cenários de ensino online através das dimensões de avaliação estabelecidas, como também ter uma percepção bastante clara da forma como as directrizes nacionais e europeias relativas ao ES estão a ser implementadas. Por fim, são feitas propostas para investigação futura, em especial no que se refere à disponibilização online dos instrumentos de avaliação criados e ao desenvolvimento de estudos de investigação-acção que permitam a emergência de eventuais ajustes dos instrumentos e a identificação dos efeitos da sua utilização no aperfeiçoamento das práticas de ensino online.This work presents a theoretical framework for the evaluation of eTeaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions. The theoretical research that underlies the study was developed reflecting current thinking on the promotion of quality of teaching and of the integration of information and communication tools into the curriculum in Higher Education (HE), i.e. bearing in mind Portuguese and European orientations on the subject. This way, an answer was sought to be given to one of the aims put forward in this study, namely to contribute towards the development of a conceptual framework to support research on the evaluation of eTeaching in the context of HE. Based on the theoretical assumptions previously defined, two evaluation instruments were developed with the aim of determining the perceptions of teachers and students as to the teaching activities developed online. So as to define a target-public to test these instruments, an empirical study was carried out comprehending three phases. Phase I adopted a predominantly exploratory nature, once all Portuguese Higher Education Institutions (HEI) were surveyed aiming at characterising the national panorama as to their use of eLearning platforms, another objective of the present study. Phase II constituted the moment when the evaluation instrument was first tested, only directed at teachers, given that the universe of respondents, were students to be included, would prove to be difficult to manage. In Phase III a smaller universe was selected (the four 3rd cycle bLearning degrees offered in Portugal in the academic year 2009/10), which allowed evaluating these courses not only from the teachers’, but also from the students’ perspective (second evaluation instrument). After analysing the results of the evaluation carried out in the three phases, we conclude with the belief that this evaluation model can be applied to HE. It is so, not only because it allows the characterisation of the several eTeaching scenarios through the defined evaluation dimensions, but also because it gives us a clear perception of the way the national and European orientations for HE are being implemented. Finally, proposals for future research are put forward, especially as to the online availability of the evaluation instruments here created and tested, and the development of action research studies that may foster the emergence of potential adjustments to the instruments and the identification of the effects of their application to the perfecting of online teaching practices.10120039
    corecore