scholarly journals Efficacy of Innovative Technological Approach Ensuring Quality Assurance in Teaching Learning Process in Open and Distance Learning

OALib ◽  
2015 ◽  
Vol 02 (12) ◽  
pp. 1-5 ◽  
Author(s):  
Cittoor Girija Navaneedhan ◽  
T. J. Kamalanabhan
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Learning Process ◽  
Technological Approach ◽  
Open And Distance Learning ◽  
Teaching Learning

Quality Assurance and Accreditation in Open and Distance Learning

2021 ◽  
pp. 1079-1097
Author(s):  
Vimbi Petrus Mahlangu
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Total Quality Management ◽  
Public Management ◽  
New Public Management ◽  
Total Quality ◽  
New Public ◽  
The World ◽  
Open And Distance Learning

The purpose of this chapter is to argue that all open and distance learning (ODL) institutions should carry out quality assurance and accreditation processes in order for students and funders to have confidence in them. It also explains in detail what quality assurance and accreditation entails in ODL. This chapter follows a qualitative approach in understanding quality assurance and accreditation in ODL. Data were collected via literature review. During recent decades, the discourse and practices of systematic quality assurance and quality control have spread around the world, resulting to a great extent in market-based models related to the ideology and policy of neo-liberalism and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital. Quality assurance and accreditation in ODL aims to maintain and raise the quality of education and to guarantee the improvement of its standards.

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 EDUCAÇÃO A DISTÂNCIA E O EDUCADOR DO SÉCULO XXI

2018 ◽  
Vol 7 (2) ◽  
pp. 43
Author(s):  
Welyda de Lucena Brasil ◽  
Maria do Socorro Ferreira Osterne
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Communication Technologies ◽  
Quality Education ◽  
Design Quality ◽  
The World ◽  
Teaching Learning

Muitos são os embates acirrados nas academias que se posicionam contra (ou a favor) da educação à distância, sem ao menos um debruçar teórico-metodológico-prático sobre os limites e possibilidades que esta modalidade pode ocasionar no processo de ensino-aprendizagem. Assim este trabalho tem como objetivo, através de uma pesquisa bibliográfica, verificar como a educação a distância está sendo percebida pelos estudiosos na literatura, para isto, autores como Belloni(2001), Demo(2007), Morin(2001), Fróes(1999); Gouvêa (2006), dentre outros, foram lidos e suas ideias apresentadas. Para melhor entendermos essa modalidade, tratamos de sua historicidade, origem, limites e possibilidades, datas e acontecimentos marcantes no mundo e no Brasil, em seguida, algumas colocações sobre a função dos educadores e/ou tutores e orientadores, e como os profissionais dessa modalidade entendem o processo ensino-aprendizagem, para que ao ensinar verdadeiramente aconteça o aprender. Outra questão importante abordada neste artigo é a linguagem das tecnologias de comunicação como um dos fatores que influenciam a performance do educador nesta modalidade de ensino. Conclui-se que o ensino a distância não é algo novo e não deve ser analisado por atitudes maniqueístas, ou seja, como algo totalmente bom ou totalmente ruim. Há necessidade de competência(s) para se desenhar um ensino de qualidade, seja à distância, ou não, para não se oferecer apenas “perfumarias” baratas para serem comercializadas, pois cada vez mais a educação está sendo um direito inalienável e essencial para a sociedade. DISTANCE EDUCATION AND THE EDUCATOR OF THE 21ST CENTURY ABSTRACT Many are the conflicts in the academies that oppose (or favor) distance education, without at least a theoretical-methodological-practical approach to the limits and possibilities that this modality can cause in the teaching-learning process. Thus, this work aims, through a bibliographical research, to verify how distance education is being perceived by scholars in the literature, for this, authors such as Belloni (2001), Demo (2007), Morin (2001), Fróes (1999) ); Gouvêa (2006), among others, were read and their ideas presented. In order to better understand this modality, we deal with its historicity, origin, limits and possibilities, dates and events in the world and in Brazil, then some positions on the role of educators and / or tutors and counselors, and how the professionals of this modality understand the teaching-learning process, so that when teaching truly happens, learning happens. Another important issue addressed in this article is the language of communication technologies as one of the factors that influence the performance of the educator in this modality of teaching. It is concluded that distance learning is not something new and should not be analyzed by Manichean attitudes, that is, as something totally good or totally bad. There is a need for competence (s) to design quality education, whether at a distance or not, so as not to offer only cheap "perfumeries" to be marketed, since education is increasingly an inalienable and essential right for the society.

scholarly journals EDUCAÇÃO A DISTÂNCIA COMO MODALIDADE INCLUSIVA: E-SIPRIS

EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Julia Cristina Granetto ◽  
Beatriz Helena Dal Molin ◽  
Francieli Ludovico
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Pilot Project ◽  
Technical Training ◽  
Access To Education ◽  
The Social ◽  
Training Courses ◽  
System Inclusion ◽  
Teaching Learning

O presente artigo versa sobre o projeto piloto nomeado e-Sipris, realizado entre a Universidade Estadual do Oeste do Paraná (UNIOESTE) e parcerias. O objetivo do projeto é proporcionar aos apenados de três unidades prisionais, sendo elas: Penitenciária Industrial de Cascavel: PR (PIC), Penitenciária Estadual de Cascavel: PR (PEC) e Penitenciária Federal de Segurança Máxima de Catanduvas: PR, cursos de formação técnica, para que, após o cumprimento de suas penas, estejam capacitados a exercerem uma profissão e (re)integrarem-se na sociedade como cidadãos que agem dentro dos princípios sociais. Essa é uma maneira de garantir a inclusão àqueles que não tiveram acesso à educação. Acredita-se que a formação a distância supera as fronteiras geográficas, sociais e temporais desse processo de ensino-aprendizagem. Este artigo está teoricamente embasado em autores que se dedicam à educação a distância, mais especialmente em Deleuze e o conceito de rizoma, por entender-se que a modalidade educacional em questão tem características hipertextuais, considerando suas especificidades de maneira ampla e vertical.Palavras-chave: Educação a Distância; Sistema prisional; Inclusão. Distance Education as Inclusive Mode: e-SiprisAbstract This paper discusses the pilot project named e-Sipris, conducted by Universidade Estadual do Oeste do Paraná (UNIOESTE) and partnerships. The project goal is to provide to the prisoners of three prison units, namely: Penitenciária Industrial de Cascavel: PR (PIC), Penitenciária Estadual de Cascavel: PR (PEC), e Penitenciária Federal de Segurança Máxima de Catanduvas: PR, technical training courses, so that, after their sentences, they will be able to have a profession and be (re) integrate into the society as citizens who acts accord to the social principles. This is a way to guarantee inclusion of those who had no access to education. It is believed that the distance learning overcomes the geographical, social, and temporal frontiers of the teaching-learning process. This article is theoretically based on authors engaged in distance education, and more especially in Deleuze's concept of rhizome, because it is understood that the educational modality in question has hypertext features considering its specificities in a wide and vertical way.Keywords: Distance Education; Prison system; Inclusion.

Supporting Learners with Special Needs in Open and Distance Learning

2020 ◽  
pp. 128-151 ◽  
Author(s):  
Hakan Genc ◽  
Serpil Kocdar
Keyword(s):  
Academic Success ◽  
Distance Learning ◽  
Learning Environment ◽  
Special Needs ◽  
Learning Process ◽  
Support Services ◽  
Direct Impact ◽  
Flexible Learning ◽  
Open And Distance Learning

Open and distance learning (ODL) systems provide learners with a flexible learning environment independent of time and place. However, the advantage of this flexibility may turn out a disadvantage if the learners do not find a solution to problems they may face before, during, and after the learning process. In eliminating this disadvantage, learner support services play an important role. The quality of support services has a direct impact on learner retention and academic success. Especially, for the learners with special needs, the quality of support services has a particular importance. Within this context, in this chapter, the authors address accommodations for learners with special needs in ODL. First, this chapter focuses on support services in ODL, then learners with special needs in ODL and what accommodations learners with special needs require according to their disability type. Finally, the authors exemplify the accommodations for learners with special needs in ODL institutions and offer recommendations.

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