scholarly journals eQETIC: a Maturity Model for Online Education

10.28945/2194 ◽  
2015 ◽  
Author(s):  
Rogério Rossi ◽  
Pollyana Notargiacomo Mustaro
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Continuous Improvement ◽  
Development Process ◽  
Digital Technologies ◽  
Quality Standards ◽  
Maturity Model ◽  
Model Features ◽  
Satisfactory Quality

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, the development of digital educational platforms requires different expertise to its development including knowledge areas such as pedagogy, psychology, computing and digital technologies associated with education that allow the correct development and application of these solutions. To support the development of such solutions with satisfactory quality indicators, this research presents a model dedicated to quality of online educational solutions grounded in an approach that considers the continuous improvement of processes. The model features three maturity levels and six common entities that address the specific practices for planning and developing this type of solution, targeting quality standards that satisfy their users, be they students, teachers, tutors, or others involved in the development process and use of these kind of educational solutions.

scholarly journals eQETIC: a Maturity Model for Online Education

10.28945/2287 ◽  
2015 ◽  
Vol 11 ◽  
pp. 011-023 ◽  
Author(s):  
Rogério Rossi ◽  
Pollyana Notargiacomo Mustaro
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Process Improvement ◽  
Continuous Process ◽  
Digital Technologies ◽  
Quality Standards ◽  
Maturity Model ◽  
Continuous Process Improvement ◽  
Satisfactory Quality

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions. To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.

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.

Exploring Chinese Faculty Perceptions of Quality Standards for Online Education

2021 ◽  
pp. 944-963
Author(s):  
Dave Dai ◽  
John M. Dirkx
Keyword(s):  
Online Education ◽  
Quality Indicators ◽  
Teaching Assistants ◽  
Faculty Perceptions ◽  
Quality Standards ◽  
Online Faculty ◽  
Education Programs ◽  
Chinese Scholars ◽  
The U.S

This chapter explores how U.S. quality indicators for online education are perceived by Chinese online faculty. Thirty-one quality indicators from the U.S. literature were analyzed to develop a survey that was administered to 400 Chinese online faculty and their teaching assistants at a Chinese institution. The results indicate that U.S. quality indicators for online education are perceived by Chinese faculty as relevant and valuable. Based on responses to this survey, however, the U.S. based standards do not fully capture the essence of quality for online education because these indicators focus more on inputs rather than outcomes. The findings underscore the importance of the local settings in determining the characteristics of online education quality. Chinese scholars and administrators should not blindly adopt quality standards from other countries but use them as tools to help Chinese universities develop their own standards to improve quality of their online education programs.

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.

scholarly journals Analysis of the situation in higher education during the COVID-19 pandemic in the world: opportunities and threats of online training

2020 ◽  
Vol 185 (9-10) ◽  
pp. 167-177
Author(s):  
Olga Kolomiets ◽  
◽  
Tatijana Litvinova ◽  
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Quality Of Education ◽  
Material Transfer ◽  
The World ◽  
The Impact

Introduction. the essence of the situation in education during the COVID-19 pandemic in the world is quite complex: due to the large number of restrictions in some countries, education is conducted completely remotely or hybrid. In the period of 2020, medical university students were forced to practice in hospitals in the context of the pandemic, helping local medical staff, which helped to fill the shortage of specialists. The quality of education will inexorably fall due to low involvement in remote education as well as many distractions which have already proven many researchers. Universities were not ready for mass digitalization due to government restrictions and social distancing, so the quality of material transfer cannot match the classical education. The purpose of the study is to examine the impact of the pandemic COVID-19 on the medical education market and its stakeholders. Results. Universities were not ready for the transition to online (distance) education, as evidenced by the decline in the quality of education, based on surveys of the faculty of some universities. As a result, on the one hand, you can get higher education online while in your country, on the other hand, the quality of education falls without an adequately commensurate practical part (for example, medical education cannot be of high quality when it is taught online). Over time, only the year 2025 is expected to surge technologies to improve online education and the full transfer of many universities to provide distance learning; it is a good chance to get an education to those who previously could not obtain it, including for economic reasons. Conclusion. The global COVID-19 pandemic has become a catalyst for global processes of digital transformation in all spheres of life. In such circumstances, the role of digital technologies in education has become extremely important. Among the many technological advantages, their ability to protect human lives and at the same time ensure the implementation of the educational process remained almost unnoticed. Current situation has accelerated the mass transition to the use of digital technologies, including digitalization of education, its technologization and standardization.

TECHNOLOGY ENABLING INNOVATION IN ONLINE GRADUATE MANAGEMENT EDUCATION

2008 ◽  
Vol 05 (04) ◽  
pp. 401-421 ◽  
Author(s):  
MURRAY R. MILLSON ◽  
DAVID WILEMON
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management Education ◽  
Education Quality ◽  
Education Programs ◽  
Delivery Methods ◽  
Web Based ◽  
Management Students ◽  
Educational Delivery

It has been approximately twenty-five years since the Internet became available for public use and slightly over ten years since the World Wide Web became readily accessible. In this paper, we examine innovations in graduate management educational delivery methods that have increased the quality of distance education by investigating the literature surrounding distance education with a focus on four major concepts and their association with modern education technologies. Our exploration involves a comparison of an innovative, parsimonious, online educational model with other methods of graduate management education especially for adult management students. Through this model, we focus on four major concepts that can have a significant impact on management education quality. The first two concepts include dialogue and structure that have been used to describe and assess the quality of distance education programs. The second two concepts comprise students' ability to access courses and the flexibility that students have relative to their participation in courses. We note that these four factors can impact the delivery, content, innovativeness, and quality of graduate management education programs. We review existing models of distance education and note how each model relates to each of these four factors. We then suggest how the design and delivery of online education programs can be improved with a greater understanding of these four concepts in addition to their relationship with recently developed web-based technologies. Finally, we discuss several issues surrounding the administration of web-based education programs and identify several questions that call for further investigation.

Exploring Chinese Faculty Perceptions of Quality Standards for Online Education

2017 ◽  
pp. 20-39
Author(s):  
Dave Dai ◽  
John M. Dirkx
Keyword(s):  
Online Education ◽  
Quality Indicators ◽  
Teaching Assistants ◽  
Faculty Perceptions ◽  
Quality Standards ◽  
Online Faculty ◽  
Education Programs ◽  
Chinese Scholars ◽  
The U.S

This chapter explores how U.S. quality indicators for online education are perceived by Chinese online faculty. Thirty-one quality indicators from the U.S. literature were analyzed to develop a survey that was administered to 400 Chinese online faculty and their teaching assistants at a Chinese institution. The results indicate that U.S. quality indicators for online education are perceived by Chinese faculty as relevant and valuable. Based on responses to this survey, however, the U.S. based standards do not fully capture the essence of quality for online education because these indicators focus more on inputs rather than outcomes. The findings underscore the importance of the local settings in determining the characteristics of online education quality. Chinese scholars and administrators should not blindly adopt quality standards from other countries but use them as tools to help Chinese universities develop their own standards to improve quality of their online education programs.

Implementation of Digital Education: Problems and Solutions

2020 ◽  
Vol 26 (9) ◽  
pp. 1021-1025
Author(s):  
V. Ya. Dmitriev ◽  
T. A. Ignat’eva ◽  
A. O. Ivanova ◽  
V. P. Pilyavskiy
Keyword(s):  
Online Education ◽  
Educational Institution ◽  
Real Life ◽  
Digital Technologies ◽  
Poor Performance ◽  
Educational Process ◽  
Technical Equipment ◽  
Digital Education ◽  
Development Paths

Aim. The presented study aims to identify the key problems for the participants of the educational process caused by the introduction of digital education into the educational environment of an educational institution and to formulate possible solutions to these problems.Tasks. The authors analyze the mechanism of implementation of digital technologies in the educational process; identify weak points in the active introduction of distance learning; outline opportunities for the development of digital education.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The major problems of digital education implementation are identified; two principal development paths are proposed with an aim to improve the efficiency and quality of educational services based on digital technologies.Conclusions. The main problems of digital education implementation are the lack of face-to-face communication and real-life interaction between the teacher and students; insufficient technical equipment (the need for computers, laptops, tablets); poor performance of the equipment that hosts information resources combined with large amounts of transmitted data. As possible solutions to these problems, the authors outline two major development paths: improving the quality of educational content and developing efficient tools, i.e. a modern online education platform.

Education through telemedicine networks: setting quality standards

2005 ◽  
Vol 11 (3) ◽  
pp. 127-134 ◽  
Author(s):  
Marianna B Shershneva ◽  
Curtis A Olson
Keyword(s):  
Distance Education ◽  
Continuous Improvement ◽  
Systematic Approach ◽  
Local Level ◽  
Quality Standards ◽  
Limited Attention ◽  
Educational Programming ◽  
Education Literature ◽  
American Council On Education ◽  
And Training

Quality standards for educational programming have received limited attention in telemedicine. We selected five sets of standards from the distance education literature established by: (1) the American Council on Education; (2) the American Distance Education Consortium; (3) the Council of Regional Accrediting Commissions; (4) the Distance Education and Training Council; (5) the Innovations in Distance Education Project. The standards were reviewed to determine the purposes they were intended to serve and the process by which they were established. The content of the five sets of standards were summarized around the 'four commonplaces' of education: learner, teacher, curriculum and context. Four major findings emerged. First, none of the sets of standards addresses all of the issues that are potentially relevant to telemedicine education; all emphasize certain topics while neglecting others. Second, there are some important aspects of telemedicine that are not addressed at all, such as patient confidentiality. Third, the standards generally provide a framework for defining high quality in distance education, leaving to those at the local level the task of deciding how a standard applies in their setting. Finally, the standards reviewed have many elements that could potentially apply to telemedicine education. Setting quality standards for education through telemedicine requires a systematic approach and a means for continuous improvement of those standards.

scholarly journals Regulation of Educational Activities as a Factor in Ensuring the Quality of Higher Education under Restrictions (COVID-19)

2021 ◽  
Vol 11 (4) ◽  
pp. 4320-4330
Author(s):  
Sergey Sergeevich Zenin ◽  
Elena Vasilievna Kaimakova ◽  
Oleg Nikolayevich Makarov ◽  
Yulia Lenarovna Vysochina ◽  
Sergey Anatolyevich Makushkin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Quality Standards ◽  
Standard Setting ◽  
Educational Institutions ◽  
Remote Work ◽  
Quality Of Higher Education

The article presents the results of the study of standard-setting activities of higher education institutions (certain aspects of said activities under the conditions of the pandemic). The authors conclude that the conditions of the pandemic and the transition to remote work determined the need for corrections in the legislation governing the activities of educational institutions to maintain the level of quality of higher education. In particular, due to students’ mass transition to distance learning, there is a need to create quality standards for distance education and the attestation procedure for universities using blended and distance learning.

Sign in / Sign up

Export Citation Format

Share Document