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Quality Assurance practice in web-supported learning

Quality Assurance practice in web-supported learning. Jill Fresen A study at the University of Pretoria 2002-2005. E-learning Web-supported learning Technology-enhanced learning. Terminology. Denver, Colorado 2002.

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Quality Assurance practice in web-supported learning

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  1. Quality Assurance practice in web-supported learning Jill Fresen A study at the University of Pretoria 2002-2005

  2. E-learning Web-supported learning Technology-enhanced learning Terminology

  3. Denver, Colorado 2002

  4. Quality must become a differentiating factor for the University of Pretoria - quality of academic work, quality of client service, quality of student life, quality of the people who emerge as graduates" (Pistorius, 2002).

  5. Quality – Persig, 1976 Quality Control Summative evaluation Quality Assurance Formative evaluation external locus of control Quality Assurance – the quality ‘A’s: accountability, audit, assessment Elton, 1992 Quality Enhancement – the quality ‘E’s: evaluation, expertise, excellence internal locus of control What is Quality? Scylla and Charybdis: internal improvement vs external accountability

  6. Harvey and Green (1993) Quality mindmap

  7. Conceptualisation

  8. Dr Gary Bitter of Arizona State University concluded Ed-Media 2001 with a Call to Action "to articulate frameworks for quality online courses" (Bitter, 2001). "The HEQC is committed to a quality driven higher education system that contributes to socio-economic development, social justice and innovative scholarship in South Africa" (CHE, 2000, p.5). Rationale

  9. Different perceptions and expectations on the part of academic staff and students lead to differing levels of satisfaction with the e-learning experiences we design and develop in the Department Education Innovation (EI) at the University of Pretoria. Being a strategically important service department, there is a need for our Directorate to be able to report on the efficiency and effectiveness of our services and products. Practical Problems

  10. Quality in General Quality in Education Quality in Higher Education Distance Education Contact Education e-learning QMS Location of the Study E x o g e n o u s F a c t o r s

  11. Who are the Roleplayers? Clients: Lecturers Students Stakeholders: Government UP management EI management Funders Practitioners: Project Managers Instructional Designers Programmer Graphic artist Education consultant Library consultant

  12. All processes, materials, skills and professional expertise required to develop and deliver an online course or programme which will provide added value for a learner What is our Product? The Learning Opportunity

  13. Analysis Summative Evaluation Formative Evaluation Design Implementation Development What is our Process? The Instructional Design Process

  14. What factors promote quality web-supported learning? How can standard QA theory be applied to the Instructional Design process? What factors promote client satisfaction? Research Questions Literature survey and critical colleagues Student and lecturer surveys Quality Management System

  15. Taxonomy of critical success factors Findings – RQ 1 K Key factors Exogenous factors Assumptions E A

  16. Client satisfaction/frustration Findings – RQ 2 Students Lecturers

  17. Quality Management System formal online auditable Findings – RQ 3

  18. Design, Design, Design! Continuous improvement Conclusion

  19. We must direct our attention toward creating and maintaining an ongoing customer relationship, so that as things change and stir in our immediate field of activity, we can look up over the smoke and dust and see an abiding partner, willing to cooperate and adjust with us as we take on our day-to-day challenges Moore, G. (1999) Crossing the chasm

  20. Quality Assurance and Enhancement Definition: the process of taking deliberate steps at institutional level to improve the quality of learning opportunities, and involving the systematic use of management information in pursuit of this. • Course reviews • Examiners’ report • Recommendations for good practice • Mechanisms for feedback from students • Alternative means of assessment • Consistency across the division • High quality information to students • Enhance the use of WebLearn Oxford University: MPLS 5 Year Strategy

  21. “Good, better, best Never let it rest, ‘Til the good is better And the better, best.” Old Proverb “Quality is a journey, not a destination.” Prinsloo, 2002 “In the race for Quality, there is no finish line” Reader’s Digest, 2000

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