Quality Assurance in Teaching and Learning

2012 ◽  
Author(s):  
Bayan Yousef Farhan
Keyword(s):  
Quality Assurance ◽  
Teaching And Learning

scholarly journals Quality assurance in e-learning: PDPP evaluation model and its application

2012 ◽  
Vol 13 (3) ◽  
pp. 66 ◽  
Author(s):  
Weiyuan Zhang ◽  
Yau Ling Cheng
Keyword(s):  
Quality Assurance ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Technical Support ◽  
Educational Institutions ◽  
Learning Effectiveness ◽  
Learning Support ◽  
E Learning

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

scholarly journals PERANCANGAN SISTEM INFORMASI PENJAMINAN MUTU PERGURUAN TINGGI BIDANG SUMBER DAYA MANUSIA

2012 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Yeni Nuraeni
Keyword(s):  
Information System ◽  
Quality Assurance ◽  
Information Systems ◽  
Human Resources ◽  
Teaching And Learning ◽  
Requirements Analysis ◽  
Process Models ◽  
Analysis And Design ◽  
Quality Assurance Process ◽  
Assurance Process

Sumber daya manusia (SDM) di lingkungan perguruan tinggi yang terdiri dari dosen dan tenaga penunjang memiliki posisi yang sangat strategis, karena memiliki pengaruh langsung terhadap proses belajar, mutu lulusan dan pola keluaran yang kompetitif. Efektivitas kinerja dalam proses belajar mengajar dan perbaikan atmosfer akademik sangat dipengaruhi oleh standardisasi mutu yang ingin dicapai serta proses penjaminan mutu yang harus dilakukan oleh sebuah perguruan tinggi salah satunya dalam bidang sumber daya manusia (SDM). Syarat yang harus dipenuhi agar penerapan sistem penjaminan mutu SDM di sebuah perguruan tinggi dapat dilaksanakan dengan baik adalah ketersediaan basis data akurat yang dapat digunakan pada setiap pengambilan keputusan. Untuk itu perlu dikembangkan sistem informasi penjaminan mutu SDM di lingkungan perguruan tinggi. Sistem informasi penjaminan mutu SDM ini dapat berfungsi untuk memudahkan bagi perguruan tinggi dalam menjalankan penjaminan mutu, sehingga proses penjaminan mutu bisa dijalankan melalui tahap-tahap yang terangkai dan didukung oleh pangkalan data (basis data), sistem informasi manajemen, dan sistem pendukung keputusan yang terintegrasi. Adapun tahapan yang dilakukan dalam perancangan sistem informasi ini meliputi analisis kebutuhan, perancangan model proses, analisis kebutuhan perangkat lunak, dan desain. Human resources (HR) in the college environment consisting of lecturers and support staff have a very strategic position, because it has a direct impact on the learning process, the quality of graduates and the competitive output pattern. Effectiveness of performance in teaching and learning and improved academic atmosphere is strongly influenced by the standardization of quality to be achieved and the quality assurance process that should be done by a university either in the field of human resources (HR). Condition that must be met in order for the application of quality assurance system in a college human resources can be successfully implemented is the availability of accurate database that can be used in any decision-making. It is necessary to develop human resources information system of quality assurance in higher education environments. Human resource quality assurance information system can serve to make it easier for universities in implementing quality assurance, so that the quality assurance process can be run through the connected stages and supported by the data base (database), management information systems, and integrated decision support system. The stage that is done in designing information systems include requirements analysis, design process models, software requirements analysis, and design.

scholarly journals Perceived Influence of Financial Disbursement on School Quality Assurance in Nyamagana District, Tanzania

2021 ◽  
pp. 1-6
Author(s):  
Suzana Mbwana ◽  
Daniel Oduor Onyango
Keyword(s):  
Quality Assurance ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
School Quality ◽  
Study Approach ◽  
Study Population ◽  
The Government ◽  
Teachers Professional Development ◽  
Quality Learning ◽  
School Stakeholders

This study sought to investigate on the perceived influence of financial disbursement on school quality assurance in Nyamagana District. The study used a mixed study approach that involves the use of both qualitative and quantitative data in a single study. The study population comprised of 198 selected school stakeholders and the sample was 78 school stakeholders. A single interview guide and a questionnaire were used during data collection. Quantitative data was analyzed through descriptive statistics using the Statistical Package for Social Science (Version 21.0) while qualitative data was analyzed through the thematic approach. The findings of the study showed that adequate funds are important for school quality assurance officers to function effectively. Furthermore, the adequate supply of funds for quality assurance purposes have added advantages like increasing the quality of students’ and teachers’ performance, propelling teachers’ professional development as well as enhancing the confidence of teachers in the process of teaching and learning. The study recommends that the government should disburse adequate funds to support Quality assurance activities in schools, recruit more qualified quality assurers and offer regular training to enable them to effectively perform all activities which are required when they visit schools. Quality assurers should do their job effectively to make sure schools have good environment to enhance quality learning for big results.

Leadership and Innovative Approaches in Higher Education

2020 ◽  
pp. 83-100
Author(s):  
Sulaiman Olusegun Atiku ◽  
Richmond Anane-simon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Higher Education System ◽  
Leadership Support ◽  
Higher Institution

The place of leadership support for technological innovation in advancing quality management in higher education cannot be underrated in the fourth industrial revolution. This chapter examines the role of leadership in higher education and innovative teaching and learning methods for quality assurance in higher education system. The literature review approach and author observation were adopted to cross-examine the influence of leadership on innovative teaching/learning methods and quality assurance in higher education. This chapter shows that leadership support for innovative teaching and learning methods is a benchmark for quality assurance in higher education in recent times. Therefore, no meaningful change will happen in any higher institution without a strong leadership support for innovation and quality management. Policymakers in higher education should create a climate that promotes creativity and innovation by ensuring that transformational leaders are at the helm of affairs for quality management.

Authentic Teaching and Learning Standards That Assure Quality Higher Education

2006 ◽  
pp. 296-308 ◽  
Author(s):  
Ron Oliver ◽  
Anthony Herrington ◽  
Sue Stoney ◽  
Jim Millar
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Major Area ◽  
Approach To Learning ◽  
Teaching Activities ◽  
Learning Standards ◽  
Quality Assurance Process ◽  
Assurance Process

Quality assurance is becoming a necessary aspect of many institutions of higher education. Teaching and learning is a major area of scrutiny and requires institutional agreement on the benchmarks and standards by which quality will be determined. This chapter provides a framework for conceptualising the elements of teaching and learning that need to be accounted for in any quality assurance process, with particular focus on teaching activities that reflect an authentic approach to learning.

scholarly journals The evolution of the Avacongress

2009 ◽  
Vol 3 (3-4) ◽  
pp. 113
Author(s):  
András Nábrádi
Keyword(s):  
Public Policy ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Mba Programs ◽  
Quality Of Teaching ◽  
Teachers And Students ◽  
In The Beginning ◽  
Quality Assurance Standards ◽  
Operational Methods

In the early 1990’s MBA educations started independently in Warsaw, Prague, and Debrecen. In the middle 1990’s a small network was estblished with the mentioned institutions, as well as supporters from different universities like Wageningen, Aberdeen, Cork, later Fayetteville fromArcansas (USA). In the beginning of the 21st century the network became bigger. That time did Kiev join the Network, and started negotiations with Moscow Paralell to extended network leading by Warsaw University we applied for a EU Leonardo grant. The proposal was to develop the teaching and learning materials in the programme to a common approved standard. In order to improve the quality of teaching a set of commonly approved, standardized teaching materials had been eveleoped: Handbooks fo rmodules taught within 7 courses of the MBA programs: Public Policy, Economics, Management, Marketing, Finance, Operational Methods and International Agribusiness. Handbooks and case studies had been put on Warsaw University’s website and are now accessible for teachers and students from all academic institutions participating in the project. Materials had been developed by teams of experts in specific fields from different Universities.The whole set of materials was prepared in English. Another product of the project is the quality assurance standards applied by all MBA programs and an accreditation procedurefor the International Board. That time formulated the name AGRIMBA which is official name of the International Network on Agribusiness and Commerce.

scholarly journals The European quality labels in chemical sciences: applying the Tuning Methodology in quality assurance

2014 ◽  
Vol 1 (2) ◽  
pp. 369
Author(s):  
Evangelia A. Varella
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
European Higher Education Area ◽  
Non Profit ◽  
European Chemistry ◽  
Study Programme ◽  
European Higher Education ◽  
And Training

The European Chemistry Thematic Network is a non-profit making association focused on enhancing the quality and harmonising the features of chemical education and training all over the European Higher Education Area. In the context of quality assurance, it developed European Quality Labels in Chemical Sciences, which were initiated in the frame of the Tuning project, and are following the Tuning methodology. The Labels are awarded to programmes on chemistry or related disciplines, as well as to studies at the interface of chemistry and other subjects. They are based on the Budapest Cycle Level Descriptors, a detailed adaptation of the Dublin Descriptors for the field of chemical sciences. The following aspects are considered in awarding Eurobachelor® and Euromaster® Labels: learning outcomes, including subject knowledge, abilities and skills; modularisation of courses and contents; ECTS credit distribution and student workload; mobility; methods of teaching and learning; assessment; quality assurance<strong>. </strong>For the Chemistry Doctorate Eurolabel® the considerations are somehow different and include: fitness for purpose; entry to the programme; length of studies; study programme structure; teaching and training in generic competences; transcripts; graduate schools; supervision; examinations; assessment; and quality assurance. The Chemistry Short Cycle Eurolabel® refers to study programmes, which are placed at Level 5 in the in the European Qualifications Framework for Lifelong Learning, and are also seen as an intermediate level within or linked to the first cycle of the Qualifications Framework for the European Higher Education Area. Aspects considered are analogous to those mentioned for the Eurobachelor® Label.

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