scholarly journals Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

PROBLEMS OF HIGHER EDUCATION IN THE CONTEXT OF GLOBAL DIGITALIZATION AND THE DEVELOPMENT OF DISTANCE EDUCATION TECHNOLOGIES

2021 ◽  
pp. 37-41
Author(s):  
V. E. Melnikov ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Organization

The article considers the system of digitalization of higher education, where the problems associated with the introduction of digital technologies and tools into the educational process with the transition to online learning are identified. It is shown that digitalization makes significant changes in modern higher education. The transition to online education creates a need to change the management of an educational organization.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

scholarly journals Challenges to Higher Education in Laos and Cambodia

2019 ◽  
pp. 20-21 ◽  
Author(s):  
Martin Hayden
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Higher Education Systems

The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.

scholarly journals Student’s Satisfaction of the Quality of Online Learning in Higher Education: An Empirical Study

2021 ◽  
Vol 13 (21) ◽  
pp. 11960
Author(s):  
Carmen Jiménez-Bucarey ◽  
Ángel Acevedo-Duque ◽  
Sheyla Müller-Pérez ◽  
Luis Aguilar-Gallardo ◽  
Miguel Mora-Moscoso ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Quality ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Digital Transformation ◽  
Three Dimensions ◽  
Technical Service ◽  
The Impact

Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of the digital transformation. This study proposes a model that measures student satisfaction considering three dimensions: teacher quality, technical service quality and service quality. Then, the impact of each dimension on student satisfaction is estimated using a Partial Least Squares Structural Equation Model (PLS-SEM), and finally an Importance-Performance Map Analysis (IPMA) was performed to identify the improvements that should be made to increase student satisfaction. When analyzing the responses of 1430 students at the School of Medicine, it was found that the quality of technical service should be improved, specifically training, and encouraging teachers to use strategies that allow student participation.

Instructor Performance Prediction Model Using Artificial Intelligence for Higher Education Systems

2021 ◽  
Author(s):  
Shuping Xiao ◽  
A. Shanthini ◽  
Deepa Thilak
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Decision Making ◽  
Prediction Model ◽  
Education Systems ◽  
Higher Education Systems ◽  
Routine Tasks ◽  
Instructor Performance ◽  
The Individual

Recent advancements in Artificial Intelligence techniques, including machine learning models, have led to the expansion of prevailing and practical prediction simulations for various fields. The quality of teachers’ performance mainly influences the quality of educational services in universities. One of the major challenges of higher education institutions is the increase of data and how to utilize them to enhance the academic program’s quality and administrative decisions. Hence, in this paper, Artificial Intelligence assisted Multi-Objective Decision-Making model (AI-MODM) has been proposed to predict the instructor’s performance in the higher education systems. The proposed AI-assisted prediction model analyzes the numerical values on various elements allocated for a cluster of teachers to evaluate an overall quality evaluation representing the individual instructor’s performance level. Instead of replacing teachers, AI technologies would increase and motivate them. These technologies would reduce the time necessary for routine tasks to enable the faculty to focus on teaching and analysis. The usage for administrative decision-making of artificial intelligence and associated digital tools. The experimental results show that the suggested AI-MODM method enhances the accuracy (93.4%), instructor performance analysis (96.7%), specificity analysis (92.5%), RMSE (28.1 %), and precision ratio (97.9%) compared to other existing methods.

scholarly journals THREE INSTITUTIONS, THREE APPROACHES, ONE GOAL: ADDRESSING QUALITY ASSURANCE IN ONLINE LEARNING

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
Marwin Britto ◽  
Cristi Ford ◽  
Jean-Marc Wise
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Online Learning ◽  
Online Education ◽  
Rapid Growth ◽  
Quality Standards ◽  
Lessons Learned ◽  
Academic Programs ◽  
Different Types

The rapid growth of online academic programs in higher education has prompted institutions to develop processes and implement strategies to ensure the quality of their online offerings. Although there is no “one-size-fits-all” approach, there are “quality” standards which institutions can effectively implement regardless of context. This paper examines approaches from three different types of institutions in addressing quality assurance in online education on their respective campuses. Specifically, this paper presents three case studies and describes each institution’s 1) background and overview, 2) quality definition, 3) approach to quality assurance, 4) models and approaches, 5) goals, 6) successes, 7) challenges, and 8) lessons learned. A comparison reveals that despite differences in scope, size, location, mission and extent of online development, there is consistency in the institutions’ strategies to addressing quality assurance in online learning.

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