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Quality Assurance practice in web-supported
learning
Quality Assurance practice in web-supported
learning
Jill FresenA study at the University of Pretoria
2002-2005
Jill FresenA study at the University of Pretoria
2002-2005
TerminologyTerminology
• E-learning• Web-supported learning• Technology-enhanced learning
• E-learning• Web-supported learning• Technology-enhanced learning
Denver, Colorado 2002
Quality must become a differentiating factor for the University of Pretoria - quality of academic work, quality of client service, quality of student life, quality of the people who emerge as graduates" (Pistorius, 2002).
Quality must become a differentiating factor for the University of Pretoria - quality of academic work, quality of client service, quality of student life, quality of the people who emerge as graduates" (Pistorius, 2002).
What is Quality?What is Quality?Quality – Persig, 1976
Quality Assurance
Quality Control Summative evaluation
Formative evaluation
Quality Enhancement – the quality ‘E’s:
Quality Assurance – the quality ‘A’s:
Elt
on,
19
92
Elt
on,
19
92
evaluation, expertise, excellence
accountability, audit, assessment
external locus of control
external locus of control
internal locus of control
internal locus of control
Scylla and Charybdis: internal improvement vs external accountability
Scylla and Charybdis: internal improvement vs external accountability
Quality mindmapQuality mindmap
Harvey and Green (1993)Harvey and Green (1993)
ConceptualisationConceptualisation
RationaleRationale
"The HEQC is committed to a quality driven higher education system that contributes to socio-economic development, social justice and innovative scholarship in South Africa" (CHE, 2000, p.5).
"The HEQC is committed to a quality driven higher education system that contributes to socio-economic development, social justice and innovative scholarship in South Africa" (CHE, 2000, p.5).
Dr Gary Bitter of Arizona State University concluded Ed-Media 2001 with a Call to Action "to articulate frameworks for quality online courses" (Bitter, 2001).
Dr Gary Bitter of Arizona State University concluded Ed-Media 2001 with a Call to Action "to articulate frameworks for quality online courses" (Bitter, 2001).
Practical ProblemsPractical Problems
Being a strategically important service department, there is a need for our Directorate to be able to report on the efficiency and effectiveness of our services and products.
Being a strategically important service department, there is a need for our Directorate to be able to report on the efficiency and effectiveness of our services and products.
Different perceptions and expectations on the part of academic staff and students lead to differing levels of satisfaction with the e-learning experiences we design and develop in the Department Education Innovation (EI) at the University of Pretoria.
Different perceptions and expectations on the part of academic staff and students lead to differing levels of satisfaction with the e-learning experiences we design and develop in the Department Education Innovation (EI) at the University of Pretoria.
Quality in EducationQuality in Education
Quality in GeneralQuality in General
Quality in Higher Education
Location of the StudyLocation of the Study
Distance EducationContact Education
e-learningQM
SE x o g e n o u s F a c t o r s
Who are the
Roleplayers?
Who are the
Roleplayers?LecturersStudentsLecturersStudents
Clients:
Clients:
Stakeholders:
Stakeholders:
GovernmentUP managementEI managementFunders
GovernmentUP managementEI managementFunders
Practitioners:
Practitioners:
Project ManagersInstructional DesignersProgrammerGraphic artistEducation consultantLibrary consultant
Project ManagersInstructional DesignersProgrammerGraphic artistEducation consultantLibrary consultant
The Learning OpportunityThe Learning Opportunity
What is our Product?What is our Product?
All processes, materials, skills and professional expertise required to develop and deliver an online course or programme which will provide added value for a learner
All processes, materials, skills and professional expertise required to develop and deliver an online course or programme which will provide added value for a learner
The Instructional Design Process
The Instructional Design Process
What is our Process?What is our Process?
Analysis
Design
Development
Implementation
Summative Evaluation Formative
Evaluation
Research QuestionsResearch Questions
How can standard QA theory be applied to the Instructional Design process?
How can standard QA theory be applied to the Instructional Design process?
What factors promote quality web-supported learning? What factors promote quality web-supported learning?
What factors promote client satisfaction? What factors promote client satisfaction?
Literature survey and critical colleagues
Student and lecturer surveys
Quality Management System
Findings – RQ 1Findings – RQ 1
Taxonomy of critical success factorsTaxonomy of critical success factors
Key factors
Exogenous factors
Assumptions
K
A
E
Findings – RQ 2Findings – RQ 2
Client satisfaction/frustration
Client satisfaction/frustration
LecturersLecturers StudentsStudents
Findings – RQ 3Findings – RQ 3
Quality Management System
• formal• online• auditable
Quality Management System
• formal• online• auditable
ConclusionConclusion
Design, Design, Design!Design, Design, Design!Continuous improvementContinuous improvement
We must direct our attention toward creating and maintaining
an ongoing customer relationship, so that as things change and stir in our immediate field of activity, we can look up over the smoke
and dust and see an abiding partner, willing to cooperate and adjust with us as we take on our
day-to-day challenges
We must direct our attention toward creating and maintaining
an ongoing customer relationship, so that as things change and stir in our immediate field of activity, we can look up over the smoke
and dust and see an abiding partner, willing to cooperate and adjust with us as we take on our
day-to-day challenges
Moore, G. (1999) Crossing the chasmMoore, G. (1999) Crossing the chasm
Quality Assurance and Enhancement
Definition: the process of taking deliberate steps at institutional level to
improve the quality of learning opportunities, and involving the systematic use of management information in pursuit of this.
Quality Assurance and Enhancement
Definition: the process of taking deliberate steps at institutional level to
improve the quality of learning opportunities, and involving the systematic use of management information in pursuit of this.
Oxford University: MPLS 5 Year Strategy
Oxford University: MPLS 5 Year Strategy
•Course reviews•Examiners’ report•Recommendations for good practice•Mechanisms for feedback from students•Alternative means of assessment•Consistency across the division•High quality information to students•Enhance the use of WebLearn
•Course reviews•Examiners’ report•Recommendations for good practice•Mechanisms for feedback from students•Alternative means of assessment•Consistency across the division•High quality information to students•Enhance the use of WebLearn
Old ProverbOld Proverb
“Good, better, bestNever let it rest,
‘Til the good is betterAnd the better, best.”
“Good, better, bestNever let it rest,
‘Til the good is betterAnd the better, best.”
Prinsloo, 2002Prinsloo, 2002
“Quality is a journey, not a destination.”
“Quality is a journey, not a destination.”
“In the race for Quality, there is no finish line”
“In the race for Quality, there is no finish line”
Reader’s Digest, 2000
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