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.

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.

scholarly journals Composition and Quality Standards of Functional Caramel

2020 ◽  
Vol 50 (2) ◽  
pp. 204-211
Author(s):  
Irina Reznichenko ◽  
Tamara Renzyaeva ◽  
A. Renzyaev
Keyword(s):  
Ascorbic Acid ◽  
Quality Indicators ◽  
Functional Properties ◽  
Nutritional Value ◽  
Quality Standards ◽  
High Energy ◽  
Food Science ◽  
Technical Documentation ◽  
Industry Standards

Introduction. Functional foods help to improve the diet, maintain health, and prolong active longevity. Therefore, food science constantly develops new formulations of functional products. Caramel can hardly be called healthy food as it possesses low nutritional and high energy value. Moreover, caramel contains easily digested sugars but no physiologically functional ingredients, e.g. vitamins, minerals, etc. In order to increase the nutritional value of caramel, we fortified the traditional formulation with ascorbic acid and Valetek-3 vitamin premix. Study objets and methods. The research featured laboratory and pilot samples of caramel. The quality indicators of the finished product were determined according to the industry standards. Results and discussion. The research provided advanced formulations and technology for the development of the new functional caramel fortified with ascorbic acid and a vitamin complex. A set of experiments resulted in a nomenclature of regulated quality indicators and functional properties. The changes in the quality of the caramel during storage made it possible to define the shelf-life of the product. Conclusion. The research defined the optimal formulation for the new kind of functional caramel and determined its quality indicators. The present article introduces a list of quality standards for caramel fortified with vitamin C (ascorbic acid) and Vitalek-3 vitamin premix, as well as the indicators of its functional properties. The research provided the new functional food with the regulatory and technical documentation necessary for its mass production.

scholarly journals Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Janet C. Moore ◽  
Kaye Shelton
Keyword(s):  
Student Engagement ◽  
Strategic Planning ◽  
Online Education ◽  
Quality Indicators ◽  
Student Support ◽  
External Evaluation ◽  
Regional Accreditation ◽  
Online Programs ◽  
Quality Scorecard

As combinations of place-based, blended and fully online education proliferate, so do options for support and services. Regional accreditors provide criteria for student support. Aligning with regional criteria, the Sloan-C Quality Scorecard for the Administration of Online Programs is a useful way for institutions to measure and compare the quality of social and student engagement and support. The Scorecard aids quality efforts in institutional strategic planning, compliance reporting, and internal and external evaluation. Focusing on two of the nine categories of quality indicators—Social and Student Engagement and Student Support—this paper illustrates some ways institutions can meet Scorecard indicators while complementing regional accreditation guidelines.

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 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 A Quality Scorecard for the Administration of Online Education Programs

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Kaye Shelton
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Quality Indicators ◽  
Delphi Study ◽  
Higher Education Policy ◽  
Study Quality ◽  
Education Programs ◽  
Policy Study ◽  
Starting Point ◽  
Quality Scorecard

As the demands for public accountability increase for the higher education, institutions are seeking methods for continuous improvement in order to demonstrate quality within programs and processes, including those provided through online education. A six round Delphi study was undertaken with 43 seasoned administrators of online education programs who agreed upon 70 quality indicators that administrators should examine within their programs to evaluate quality. A method for scoring was also developed. The original set of quality indicators from the Institute for Higher Education Policy study, Quality on the Line: Benchmarks for Success in Internet-Based Distance Education (2000) were used as a starting point and determined still valid in 2010, with modifications. The study resulted in a quality scorecard for the administration of online education programs.

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.

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.

Criteria for evaluation of the coordinate measurements quality of parts geometric parameters at pilot-experimental production

2019 ◽  
pp. 3-8
Author(s):  
N.Yu. Bobrovskaya ◽  
M.F. Danilov
Keyword(s):  
Quality Indicators ◽  
Quality Management System ◽  
Technical Specification ◽  
Experimental Production ◽  
Technological Heredity ◽  
Coordinate Measurements ◽  
Reasonable Choice ◽  
The Stability ◽  
Geometric Elements

The criteria of the coordinate measurements quality at pilot-experimental production based on contemporary methods of quality management system and traditional methods of the measurements quality in Metrology are considered. As an additional criterion for quality of measurements, their duration is proposed. Analyzing the problem of assessing the quality of measurements, the authors pay particular attention to the role of technological heredity in the analysis of the sources of uncertainty of coordinate measurements, including not only the process of manufacturing the part, but all stages of the development of design and technological documentation. Along with such criteria as the degree of confidence in the results of measurements; the accuracy, convergence, reproducibility and speed of the results must take into account the correctness of technical specification, and such characteristics of the shape of the geometric elements to be controlled, such as flatness, roundness, cylindrical. It is noted that one of the main methods to reduce the uncertainty of coordinate measurements is to reduce the uncertainty in the initial data and measurement conditions, as well as to increase the stability of the tasks due to the reasonable choice of the basic geometric elements (measuring bases) of the part. A prerequisite for obtaining reliable quality indicators is a quantitative assessment of the conditions and organization of the measurement process. To plan and normalize the time of measurements, the authors propose to use analytical formulas, on the basis of which it is possible to perform quantitative analysis and optimization of quality indicators, including the speed of measurements.

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