Jordi Casanovas' #Coronavirusplays

2022 ◽  
pp. 175-194
Author(s):  
Veronica Orazi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Learning Activities ◽  
First Results ◽  
Huge Impact ◽  
The Creation ◽  
Online Activities

The outbreak of the SARS-CoV-2 and the diffusion of the COVID-19 disease had and still has a huge impact on the world's population. The pandemic has also psychological implications and online activities can help to support people experiencing its consequences. The project COVID-19 LiTraPan aims to contribute to meet the needs that emerged during the pandemic in the field of humanistic higher education and quality assurance of distance learning. The line of research consists of the creation and study of corpora of works inspired and composed during the health emergency, and of their use for distance learning and discomfort management. In the first phase of development of the project, the author's choice fell on the Spanish and Catalan microtheatre production published online as a result of the initiative #Coronvirusplays, launched by the playwright Jordi Casanovas on 13 March 2020, which ran until 8 May 2020. In this contribution, the author synthetizes the first results of the investigation and distance learning activities in the framework of the COVID-19 LiTraPan project.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

Quality Assurance in Open and Distance Learning

2021 ◽  
pp. 22-35
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Economies Of Scale ◽  
Management Practices ◽  
Case Analysis ◽  
Access To Higher Education ◽  
Open And Distance Learning ◽  
Learning Institutions

Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals The THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

2020 ◽  
Vol 20 (2) ◽  
pp. 74-89 ◽  
Author(s):  
Aminudin Zuhairi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Iso 9001 ◽  
Face To Face ◽  
Assurance System ◽  
Online Tutorials ◽  
Open And Distance Learning ◽  
Iso 27001 ◽  
Operational Aspects

Universitas Terbuka (UT) telah befungsi sejak 1984 untuk memperluas kesempatan belajar bagi seluruh warga negara Indonesia dari berbagai lapisan guna menempuh pendidikan tinggi berkualitas. Makalah ini menyajikan aspek operasional pendidikan terbuka dan jarak jauh beserta sistem penjaminan kualitas UT. Deskripsi dan analisis tentang UT disampaikan dalam hal sistem pembelajaran, asesmen pembelajaran, dan sistem pendukung layanan operasional. Beragam layanan pendukung pembelajaran diberikan sesuai kebutuhan mahasiswa meliputi pembelajaran jarak jauh dengan tutorial online, pembelajaran jarak jauh blended dengan tutorial tatap muka dan online, pembelajaran jarak jauh dengan semua matakuliah didukung tutorial tatap muka, dan pembelajaran fully online. Sistem penjaminan kualitas UT meliputi pengembangan budaya kerja berkualitas sebagai tanggung jawab bersama, fokus pada pencegahan, dan pengembangan mekanisme asesmen kualitas secara internal dan eksternal. UT telah mengadopsi Asian Association of Open Universities (AAOU) Quality Assurance Framework sejak tahun 2001. Asesmen dan review kualitas secara eksternal telah dilakukan melalui sertifikasi ISO 9001 dan ISO 27001, akreditasi Program Studi dan Institusi oleh Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT), dan review kualitas oleh International Council for Open and Distance Education (ICDE). Arah ke depan UT sebagaimana dinyatakan oleh Menteri Riset, Teknologi, dan Pendidikan Tinggi 2014-2015 adalah tantangan UT sebagai pelopor cyber university di Indonesia serta menyediakan matakuliah online bagi mahasiswa dari perguruan tinggi di Indonesia lain agar memiliki pengalaman pembelajaran online. Universitas Terbuka (UT) has been functioning since 1984 to widen opportunities for the citizens of Indonesia from all geographical, social and economic backgrounds to have access to quality higher education. This paper presents the UT operational aspects of open and distance learning and its quality assurance system. The description and analysis of UT is presented in terms of teaching and learning system, assessment of student learning, and operational support system. The UT modes of learning support to students are provided based on the students’ needs to include distance learning with online tutorials, blended distance learning with face-to-face and online tutorials, distance learning with all courses supported by face-to-face tutorials, and fully online learning courses. Quality assurance is discussed in terms of the development of quality work culture as shared responsibility, focus on prevention, and the establishment of mechanism for internal and external assessment. UT has adopted the Asian Association of Open Universities (AAOU) Quality Assurance Framework since 2001. External quality assessment includes certification for ISO 9001 and ISO 27001, Study Program and Institution accreditations by the National Board of Higher Education Accreditation (BAN-PT), and quality reviews by the International Council for Open and Distance Education (ICDE). Future directions of UT as stated by the former Minister of Research, Technology, and Higher Education was to be pioneer in cyber university and to provide online courses for students from other universities in Indonesia.

scholarly journals The impact of the Covid-19 disruption on distance learning higher education students and activities

2021 ◽  
Author(s):  
Maria Aristeidou ◽  
Simon Cross
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Undergraduate Students ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Social Activities ◽  
Background Characteristics ◽  
Survey Responses ◽  
The Impact

Higher education institutions are increasingly concerned about the impact of the disruption caused by the Covid-19 pandemic on students and learning activities. Yet, we know little about the effect of this disruption, specifically on students in distance learning higher education institutions. This study drew from survey responses of 555 undergraduate students at The Open University, UK. The aims of this study were to understand the impact of the Covid-19 disruption on learning, assessment and social activities that distance learning students commonly undertake and to explore how this impact relates to their background characteristics (socio-demographics and study properties). Findings showed that overall, students engaged in their study activities less frequently, with learning-related activities (e.g., joining live sessions) having the highest negative impact and social activities (e.g., accessing email for study purposes) the lowest. Female students were more likely than male to engage less across all three activity categories. Background characteristics, such as age, faculty and race, were associated with particular activity categories. This study is the first step towards enhancing our understanding of the engagement of distance learning, but also campus-based students in emergency distance learning, in online learning activities during the Covid-19 pandemic and other similar disruptions.

scholarly journals INDEPENDENT WORK ON DISTANCE FORM OF LEARNING: RESULTS OF STUDENT SURVEY

2021 ◽  
Vol 1 (194) ◽  
pp. 162-167
Author(s):  
Liudmyla Nikolenko ◽  
◽  
Larysa Ilchenko ◽  
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Distance Learning ◽  
Negative Impact ◽  
Self Regulation ◽  
Educational Process ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Study ◽  
Independent Work

The article substantiates the expediency of intensifying the independent work of students in view of the active introduction of distance learning in the educational process of higher education. The relevance of the chosen topic based on the analysis of domestic scientific sources is proved. Questionnaires were selected to investigate the attitude of students to the introduction of distance learning technologies (concluded by the authors) and to identify features of independent learning activities of students in distance learning (two adapted questionnaires, by O. Tsis and V. Lyaudis). The survey was conducted with the participation of second, third and fourth year bachelor students of the Department of Pedagogy and Special Education of Oles Honchar Dnipro National University. According to the results of the ascertaining stage of the questionnaire, the significance of information and computer technologies in the educational process of the specified university is clarified and the most relevant for effective provision of distance learning is determined among them. The gradual growth of the rating of the online format of education is outlined: from the perception of almost half of respondents as a modern alternative to traditional education – to take an almost dominant position in the case of their independent learning activities, especially for high school students. Some students even reported improved performance through new opportunities for self-study, and most respondents did not feel the negative impact of changing the form of study and increasing the amount of independent work. At the same time, there were obstacles to the effectiveness of self-study in the form of lack of information skills in a third of respondents and the skills of organizing independent work in a quarter of respondents. According to the results of the survey, the lack of the proper level of self-regulation of educational activities, volitional and motivational characteristics of the individual in the vast majority of bachelors. The necessity of reorganization of the content, character, ways of independent work of students depending on the course of study for the purpose of formation of personal and professional competences of applicants of higher education in the field of special pedagogy is confirmed.

Online Instruction

2018 ◽  
pp. 300-314
Author(s):  
Zandile P. Nkabinde
Keyword(s):  
Higher Education ◽  
University Students ◽  
Online Instruction ◽  
Classroom Instruction ◽  
Online Courses ◽  
Learning Activities ◽  
Face To Face ◽  
Online Setting ◽  
Online Activities

The goal of this chapter is to explore the benefits, limitations, and opportunities of online instruction in higher education. Steiner and Hyman (2010) posit that online courses have become an increasingly popular means for teaching university students and an alternative to face-to-face classroom instruction. In addition, Serlin (2005) believed that some learning activities can be done better, or more extensively, in an online setting. According to Serlin (2005), this is partly because students feel a significant amount of anonymity, which makes them less inhibited about participating in discussion, and in other online activities.

scholarly journals A Comparative Case Study

2005 ◽  
Vol 19 (4) ◽  
pp. 287-297 ◽  
Author(s):  
Des Monk ◽  
Julie Hitchen
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Comparative Case Study ◽  
Institutional Practice ◽  
Potential Benefits ◽  
Open And Distance Learning ◽  
The Uk ◽  
Strategic Thought

This article is concerned with the provision of open and distance learning by the higher education sectors in two countries, the UK and Finland. The central contention is that more strategic thought must be given to this issue if the potential benefits of such learning are to be maximized. The article considers in detail institutional practice in one UK university and compares it to practice in a Finnish institution to ascertain whether procedures and practices adopted in Finland might inform policies in UK universities. By way of conclusion, it is suggested that higher education institutions in both countries need to explore the importance of improved networking, develop better quality-assurance procedures and introduce changes in pedagogic practice.

scholarly journals Quality Improvement, Quality Assurance, and Benchmarking: Comparing two frameworks for managing quality processes in open and distance learning

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Alistair Inglis
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Quality Framework ◽  
Institutional Contexts ◽  
Open And Distance Learning ◽  
Similarities And Differences

<P>Managing quality processes become critically important for higher education institutions generally, but especially for institutions involved in open and distance learning. In Australia, managers of centers responsible for open and distance learning have identified two frameworks that potentially offer ways of conceiving of the application of quality processes: the Quality Framework published in Inglis, Ling, and Joosten (1999); and the Benchmarking Framework published in McKinnon, Walker, and Davis (2000). However, managers who have been considering applying one or other framework within their institutional contexts have had to face the issue of how they should choose between, or combine the use, of these frameworks. Part of their dilemma lies in distinguishing among the related functions of quality improvement, quality assurance, and benchmarking. This article compares the frameworks in terms of their scope, institutional application, structures, and method of application, and then considers what implications the similarities and differences between the frameworks have for their use.</P>

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