Search results

1 – 10 of over 20000
To view the access options for this content please click here
Article
Publication date: 24 July 2020

Syed Aziz Anwar, M. Sadiq Sohail and Meera Al Reyaysa

It 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…

Abstract

Purpose

It 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/approach

A 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.

Findings

The 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 implications

In 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/value

This paper has successfully validated an e-learning quality assurance questionnaire, which can be used effectively for evaluating e-learning programmes.

Details

Quality Assurance in Education, vol. 28 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 23 August 2019

Jeffrey W. Alstete and Nicholas J. Beutell

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive…

Abstract

Purpose

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.

Design/methodology/approach

Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.

Findings

Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.

Research limitations/implications

Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.

Originality/value

This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

Details

Quality Assurance in Education, vol. 27 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 30 September 2020

Vusi Tsabedze and Mpho Ngoepe

The purpose of this study is to examine quality assurance for archives and records management (ARM) education in an open distance e-learning (ODeL) environment in Eswatini…

Abstract

Purpose

The purpose of this study is to examine quality assurance for archives and records management (ARM) education in an open distance e-learning (ODeL) environment in Eswatini with a view to conceptualise a framework for quality assurance in the development and implementation of an ARM programme in the context of ODeL.

Design/methodology/approach

The study is anchored on the interpretive research paradigm, which surrounds a systematic literature review. The researcher searched for literature online, using scientific databases such as Ebsco, Scopus and Google Scholar. The search applied the publications from 2005 to 2019. The main search keywords are “archives”, “records management”, “open distance e-learning” and “quality assurance”. A total of 15 articles, which included documents, journal articles, reports, web pages and monographs, were retrieved, reviewed and analysed in this study. This conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.

Findings

ARM as a form of study and delivered on ODeL platforms have been proposed in Eswatini. The major concern among stakeholders is how to ensure the quality of such programmes.

Research limitations/implications

This conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.

Practical implications

The findings and recommendations will help in the development of ARM programmes to be offered effectively by way of ODeL, there is a need to develop a transparent quality assurance framework for such an application and its implementation.

Originality/value

This is the first study on quality assurance for ARM education in an ODeL environment in Eswatini. As part of the study, a quality assurance framework was designed for the implementation of ARM education on an ODeL platform. This quality assurance framework is intended to help higher education institutions in Eswatini such as the University of Eswatini as well as stakeholders such as the Eswatini National Archives and others to design ARM education and deliver it on an ODeL platform in a manner that guarantees adequate quality.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 1
Type: Research Article
ISSN: 2056-4880

Keywords

To view the access options for this content please click here
Article
Publication date: 28 February 2020

Jeffrey W. Alstete and Nicholas J. Beutell

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance…

Abstract

Purpose

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.

Design/methodology/approach

A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.

Findings

Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.

Research limitations/implications

To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.

Originality/value

This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

Details

Journal of International Education in Business, vol. 14 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

To view the access options for this content please click here
Article
Publication date: 2 March 2020

Mohammad Issack Santally, Yousra Banoor Rajabalee, Roopesh Kevin Sungkur, Mohammad Iqbal Maudarbocus and Wolfgang Greller

The University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to…

Abstract

Purpose

The University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.

Design/methodology/approach

The EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.

Findings

We found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).

Originality/value

The work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

Details

Business Process Management Journal, vol. 26 no. 6
Type: Research Article
ISSN: 1463-7154

Keywords

To view the access options for this content please click here
Article
Publication date: 24 August 2012

E.S.I. Ossiannilsson

Benchmarking, a method for quality assurance has not been very commonly used in higher education with regard to e‐learning. Today, e‐learning is an integral part of higher…

Abstract

Purpose

Benchmarking, a method for quality assurance has not been very commonly used in higher education with regard to e‐learning. Today, e‐learning is an integral part of higher education, and so should also be an integral part of quality assurance systems. However, quality indicators, benchmarks and critical success factors on e‐learning have not been taken seriously into consideration, nor incorporated in ordinary national or international quality assurance systems. The purpose of this paper is to describe how The European Association of Distance Teaching Universities (EADTU) initiated and developed E‐xcellence+, a quality benchmarking assessment method and tool.

Design/methodology/approach

This paper, which is part of a larger research project on European benchmarking, focuses on experiences from universities taking part in the E‐xcellence+ valorization process.

Findings

The results showed that benchmarking is a powerful tool to support improved governance and management in higher education, in alignment with national and international quality agencies. The tool can serve for quality improvements in teaching and learning. Additionally, the results showed critical success issues for e‐learning.

Originality/value

This original paper reports on a Europe‐wide study examining benchmarking of e‐learning and presents suggestions for tackling quality issues.

Details

Campus-Wide Information Systems, vol. 29 no. 4
Type: Research Article
ISSN: 1065-0741

Keywords

To view the access options for this content please click here
Article
Publication date: 10 July 2009

M'hammed Abdous

The purpose of this paper is to propose a process‐oriented lifecycle model for ensuring quality in e‐learning development and delivery. As a dynamic and iterative process…

Abstract

Purpose

The purpose of this paper is to propose a process‐oriented lifecycle model for ensuring quality in e‐learning development and delivery. As a dynamic and iterative process, quality assurance (QA) is intertwined with the e‐learning development process.

Design/methodology/approach

After reviewing the existing literature, particularly focusing on QA frameworks, procedures, and methodology, a process‐oriented model structured around three sequential non‐linear phases is presented: before: planning and analysis; during: design, prototype and production; and after: post‐production and delivery. This model is supported by an advanced information system used to organize, track, collect, and generate reports regarding QA changes and needed updates.

Findings

Following a process‐oriented lifecycle approach, the paper emphasises that QA requires a supportive environment that explicitly recognizes quality as a work value and as an enabler for reaching organizational goals.

Practical implications

The paper proposes a practical QA model which follows e‐learning development phases. For each development phase, practical steps, including sample checklists, are recommended.

Originality/value

The proposed model has the potential to transform QA from a static, after‐the‐fact state to a more iterative and dynamic state, thus promoting a culture of ongoing self‐improvement, rather than of circumstantial compliance, within the e‐learning community.

Details

Quality Assurance in Education, vol. 17 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 8 August 2017

Misty M. Bennett, Karl L. Smart and Anil Kumar

The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform…

Abstract

Purpose

The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform assurance of learning (AoL) from an inefficient process focused on responding to accreditors to the one that embraced continuous improvement focused on student learning.

Design/methodology/approach

A case study approach was employed along with the analysis of historical documents, interviews with stakeholders in the college, and a review from an external expert to reveal root problematic causes behind the current state of AoL in the college. Lewin’s model of planned change was applied at the beginning of the process to identify the ways to unfreeze the current state of assessment, implement changes, and refreeze by identifying rewards and incentives for faculty to institutionalize the new assessment culture of student learning.

Findings

Four root problematic areas were revealed behind the current state of AoL in the college: faculty resistance and lack of engagement, structural and communication challenges, inconsistency across degree programs, and misalignment of the college vision and mission with program learning goals. Improved communication and coordination between assessment groups and increasing faculty ownership were identified as the key factors for a successful AoL process.

Practical implications

Colleges looking to improve coordination of AoL activities and increase faculty engagement in the AoL process can implement many of the initiatives described in this study.

Originality/value

This case study takes into account new trends in the area of assessment and AoL and addresses common problems that colleges face regarding accreditation in an area where empirical studies do not exist.

Details

American Journal of Business, vol. 32 no. 3-4
Type: Research Article
ISSN: 1935-5181

Keywords

To view the access options for this content please click here
Article
Publication date: 1 April 2003

Richard Dealtry

This article considers the role of learning validation and accreditation systems in relation to the demand for more co‐creative quality assurance solutions in corporate…

Abstract

This article considers the role of learning validation and accreditation systems in relation to the demand for more co‐creative quality assurance solutions in corporate and organisational learning management. It explores the need to emphasise the organisational demand side in the management of quality new learning by applying a more holistic development perspective. It looks at the subject of credit frameworks from the point of view of both providers and consumers of learning programmes and develops a more radical four dimensional management perspective that extends the reach of considerations beyond the two dimensions of academic and professional practice. It introduces a leadership‐inspired career‐based accreditation system that engages with the middle and upper tiers in organisational learning. It provides this as a basis for developing a methodology and a forward thinking guideline for learning portfolio practice and quality assurance accreditation management in the organisational setting.

Details

Journal of Workplace Learning, vol. 15 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Content available
Article
Publication date: 30 September 2020

Aminudin Zuhairi, Maria Rowena Del Rosario Raymundo and Kamran Mir

Quality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in…

Abstract

Purpose

Quality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in terms of the diversity of inputs, processes, the complex supply chain management of ODL and recent paradigm shift into online learning. Assuring the quality of ODL are daunting tasks at individual, institution and system levels. Completed before the beginning of the COVID-19 outbreak, this study aims to better understand the implementation of QA system in three Asian open universities (OUs), namely University of the Philippines Open University (UPOU), Universitas Terbuka (UT), Indonesia and Allama Iqbal Open University (AIOU), Pakistan.

Design/methodology/approach

A qualitative method was employed involving analysis of documents of the three Asian OUs and focus group discussions and interviews with management and staff. Data collected were then analyzed to draw conclusions and possible recommendations.

Findings

Findings of this study presented good practices, challenges and rooms for improvement of the QA system in the three Asian OUs. Focusing on students and stakeholders in their QA effort, this study has revealed that quality begins with inner self and is multidimensional. QA is principally viewed as continuous improvement, as mechanism and assessment and as effort at exceeding expectations of students and stakeholders. The recent challenge for QA is to embrace a delicate process of ODL transformation into online digital system. The recent COVID-19 outbreak has further implications and challenged QA implementation in ODL in higher education into the next level of complexity.

Practical implications

This study revealed the diversities in how OUs met the societal needs of their respective stakeholders and addressed the challenges ahead for QA in ODL.

Originality/value

These findings were expected to enhance the understanding of the theory and practice of QA in ODL and to contribute to quality improvement of ODL programs.

Details

Asian Association of Open Universities Journal, vol. 15 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

1 – 10 of over 20000