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Article
Publication date: 1 December 2005

Stuart Orr and Ray Bantow

Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face‐to‐face teaching. This paper aims to…

1506

Abstract

Purpose

Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face‐to‐face teaching. This paper aims to provide a review of the current literature and present the results of a survey, conducted to determine the effectiveness of a graduate online subject.

Design/methodology/approach

The literature was reviewed to identify measures of success and quality in online education delivery. These measures were then considered in relation to their application in practice via a case study based around a survey conducted at Deakin University in Australia.

Findings

A total of 16 relevant measures of teaching quality were identified in the literature. Most measures had elements of bias and some were more generally applicable to online learning. The case study suggested that the value of computer mediated learning in an online environment was limited and that a combination of print and computer mediated conferencing performed better in more of the identified quality matrices.

Practice implications

Online learning does not save teaching resources if standards of quality are maintained. It can be used to provide a remote teaching facility, provided it is backed up by resources such as printed study guides. For the subject evaluated, online mediated learning did not the provide the same quality of education.

Originality/value

Whilst some research has been conducted in this area, no substantive grounded theory has been applied to postgraduate or fee‐paying online education regimes. As a result, case studies of such applications can be very helpful in the design of future teaching systems.

Details

International Journal of Educational Management, vol. 19 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 11 December 2023

Nael H. Alami and Latifa K. Attieh

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from…

Abstract

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Article
Publication date: 1 December 2003

Fang Zhao

The quality of online higher education is often subject to scepticism and criticism. Is the quality of teaching and learning in the virtual classroom the same as in the…

6213

Abstract

The quality of online higher education is often subject to scepticism and criticism. Is the quality of teaching and learning in the virtual classroom the same as in the conventional classroom? That is the question often raised by the stakeholders of universities. The present literature review has found that there has been a great deal of research about technology implementation in online education with regard to cost and efficiency savings, along with a number of studies on online pedagogy. Drawing on the current principal literature, this study explores a range of issues affecting the quality of online higher education; examines a variety of perspectives on criteria for quality online teaching and learning; and proposes a methodological framework for the measurement of both the process and outcomes of online teaching and learning. Considers that the enhancement of quality and effectiveness of online higher education requires a framework to be implemented within universities. The proposed framework provides a practical guide to the stakeholders of universities in the assessment of quality of the online teaching and learning.

Details

Quality Assurance in Education, vol. 11 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 16 June 2021

Istijanto

This study aims to investigate the aspects of perceived quality differences that influence student satisfaction when the mode of learning is changed from the traditional classroom…

3524

Abstract

Purpose

This study aims to investigate the aspects of perceived quality differences that influence student satisfaction when the mode of learning is changed from the traditional classroom to online distance learning because of the COVID-19 pandemic.

Design/methodology/approach

This study used an online survey for data collection by distributing online questionnaires to students at a private university in Indonesia. Convenience sampling was applied as the sample method. A total of 253 valid questionnaires were acquired, and all items were recorded on the seven-point comparative scale. Exploratory factor analysis was adopted to identify the dimensions of perceived quality. Then, multiple regression analysis was used to examine the impacts of these dimensions on student satisfaction.

Findings

Four dimensions of perceived quality differences were identified, namely, the perceived quality of the campus facilities, learning process, teaching staff and administrative staff. Regression analysis results proved that the perceived differences in the quality dimensions between the traditional classroom and online distance learning had positive and significant effects on student satisfaction.

Research limitations/implications

As a result of using a convenient sample, this study exhibited a limited sample and context. Therefore, the generalizability of these findings is limited. Future research can use a stratified sample with more diverse categories of respondents.

Practical implications

The findings of this study will help universities that plan to change the mode of learning from traditional classroom to online distance learning. Higher education institutions can gain a deep understanding of these perceived quality attributes that have significant impacts on student satisfaction.

Originality/value

To the author’s best knowledge, this study is the first to address the effect of changing modes of learning from traditional classroom to online distance learning because of the COVID-19 pandemic on student satisfaction in the Indonesian context.

Details

Quality Assurance in Education, vol. 29 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 11 December 2023

Safiya Mukhtar Alshibani, Atiya Bukhari, Renu Sharma and Norah Ali Albishri

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual…

Abstract

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Open Access
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 terms of…

28824

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

Article
Publication date: 6 July 2021

Chonlatis Darawong and Ani Widayati

The purpose of this article is to compare Thai students with Indonesian students in regard to the impact of four service quality dimensions on student satisfaction and the learning

Abstract

Purpose

The purpose of this article is to compare Thai students with Indonesian students in regard to the impact of four service quality dimensions on student satisfaction and the learning outcomes of online courses.

Design/methodology/approach

Samples were 352 Indonesian and 380 Thai students who were in bachelor's degree programmes and experienced online course services.

Findings

For Thai samples, however, the strongest dimension of service quality affecting student satisfaction is reliability, followed by responsiveness and competence, accordingly. For Indonesian samples, the strongest effect service quality dimension affecting student satisfaction is empathy, followed by responsiveness, competence and reliability.

Research limitations/implications

First, the sample consisted of online course students from two countries, Thailand and Indonesia. The findings may not be generalized to other countries where teaching and learning cultures are largely different. Second, four service quality dimensions were examined for their influence on student satisfaction, which consequently affects learning outcomes.

Practical implications

Firstly, instructors should strictly follow what they promise to their students. Secondly, a communication network should be developed to minimize possible misunderstandings. Thirdly, faculty administrations should provide training programmes for online instructors to enhance their competence. Lastly, online instructors need appropriate support mechanisms for technical issues and mishaps that students may face in technology-enhanced learning environments.

Originality/value

This study performs an original survey conducted in Thailand and Indonesia and reports the results based on the data analysis and the interpretation of research findings.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 1 November 2021

Jude William Ramiro Genilo

The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online

1127

Abstract

Purpose

The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education.

Design/methodology/approach

The paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learninglearning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings.

Findings

From the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system.

Originality/value

The study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC).

Open Access
Article
Publication date: 14 August 2021

Majda I. Ayoub/Al-Salim and Khaled Aladwan

This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first…

9019

Abstract

Purpose

This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning.

Design/methodology/approach

This is a quantitative study; data was collected via student emails from 155 active online university students.

Findings

There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong.

Research limitations/implications

The sample size may have been a limitation for generalizing the results.

Practical implications

As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey.

Social implications

As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits.

Originality/value

This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

Details

Journal of Ethics in Entrepreneurship and Technology, vol. 1 no. 1
Type: Research Article
ISSN: 2633-7436

Keywords

Article
Publication date: 16 February 2024

Hajar Chetioui, Hind Lebdaoui, Oumaima Adelli, Fatima Zahra Bendriouch, Youssef Chetioui and Kawtar Lebdaoui

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by…

Abstract

Purpose

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

Design/methodology/approach

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

Findings

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

Originality/value

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 10 of over 67000