Asian learners’ perception of quality in distance education and gender differences

There have been few efforts to investigate the concept of quality from learners’ perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners’ perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory. The results show that all 10 dimensions across supportive, pedagogical, and environmental domains in the model are important in judging quality in distance education. Also, gender differences are found in the perceived importance of 10 quality dimensions, barriers to DE, important supporters, and types of support received. The implications of these findings are discussed and suggestions for further research and development are offered.

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An elaborated model of student support to allow for gender considerations in Asian distance education

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i2.1604 ◽

2014 ◽

Vol 15 (2) ◽

Cited By ~ 3

Author(s):

Insung Jung ◽

Seongyoun Hong

Keyword(s):

Distance Education ◽

Online Survey ◽

Student Support ◽

Distance Learners ◽

Learner Support ◽

Support Provision ◽

Distance Learner ◽

Hong Kong Sar ◽

And Gender

Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.

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Racial and Gender Differences in Quality of life Following Kidney Transplantation

Image the Journal of Nursing Scholarship ◽

10.1111/j.1547-5069.1998.tb01266.x ◽

1998 ◽

Vol 30 (2) ◽

pp. 125-130 ◽

Cited By ~ 47

Author(s):

Cheryl D. Johnson ◽

Mona N. Wicks ◽

Jean Milstead ◽

Mary Hartwig ◽

Donna K. Hathaway

Keyword(s):

Quality Of Life ◽

Gender Differences ◽

Kidney Transplantation ◽

And Gender

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Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools

Business and Economic Research ◽

10.5296/ber.v11i1.17946 ◽

2021 ◽

Vol 11 (1) ◽

pp. 109

Author(s):

Ofori Debrah ◽

Nasiru Inusah ◽

Joseph Yaw Dwommor

Keyword(s):

High Schools ◽

Teaching And Learning ◽

Financial Accounting ◽

Accounting Students ◽

Quality Factors ◽

Lesson Delivery ◽

Quality Dimensions ◽

Low Performance ◽

Students Satisfaction

To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.

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Building a Culture of Trust in Higher Education Institutions

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch080 ◽

2021 ◽

pp. 1763-1781

Author(s):

Magdalena Platis

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Higher Education Institutions ◽

Quality Standards ◽

Legal Issues ◽

Perception Of Quality ◽

Clear Insight ◽

Culture Of Quality ◽

Two Sides

Higher education institutions worldwide are evolving in a so-called quality assurance era in which quality standards are defined and implemented. Quality assurance has, in fact, two sides: one declarative, or formal, reflected into documents, proofs, and even statistics well prepared, and one practical, or informal, that behind all legal issues, the quality of processes is real. The contradiction between the two sides of the quality assurance contributes a false perception of quality and unethical institutional behavior. Higher education institutions can become ethical or more ethical through their people—management, academics, students, alumni, researchers. In other words, the culture of quality needs to be rebuilt towards trust. The objective of this chapter is to provide a clear insight to the contemporary state of higher education institutions' behavior and context to contribute to the building up of new quality management based on a trust in the area of education, research, and social development.

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