Quality Assurance practice in web-supported

learning

Quality Assurance practice in web-supported

learning

Jill FresenA study at the University of Pretoria

2002-2005

Jill FresenA study at the University of Pretoria

2002-2005

TerminologyTerminology

• E-learning• Web-supported learning• Technology-enhanced learning

• E-learning• Web-supported learning• Technology-enhanced learning

Denver, Colorado 2002

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).

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).

What is Quality?What is Quality?Quality – Persig, 1976

Quality Assurance

Quality Control Summative evaluation

Formative evaluation

Quality Enhancement – the quality ‘E’s:

Quality Assurance – the quality ‘A’s:

Elt

on,

19

92

Elt

on,

19

92

evaluation, expertise, excellence

accountability, audit, assessment

external locus of control

external locus of control

internal locus of control

internal locus of control

Scylla and Charybdis: internal improvement vs external accountability

Scylla and Charybdis: internal improvement vs external accountability

Quality mindmapQuality mindmap

Harvey and Green (1993)Harvey and Green (1993)

ConceptualisationConceptualisation

RationaleRationale

"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).

"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).

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).

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).

Practical ProblemsPractical Problems

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.

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.

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.

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.

Quality in EducationQuality in Education

Quality in GeneralQuality in General

Quality in Higher Education

Location of the StudyLocation of the Study

Distance EducationContact Education

e-learningQM

SE x o g e n o u s F a c t o r s

Who are the

Roleplayers?

Who are the

Roleplayers?LecturersStudentsLecturersStudents

Clients:

Clients:

Stakeholders:

Stakeholders:

GovernmentUP managementEI managementFunders

GovernmentUP managementEI managementFunders

Practitioners:

Practitioners:

Project ManagersInstructional DesignersProgrammerGraphic artistEducation consultantLibrary consultant

Project ManagersInstructional DesignersProgrammerGraphic artistEducation consultantLibrary consultant

The Learning OpportunityThe Learning Opportunity

What is our Product?What is our Product?

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

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

The Instructional Design Process

The Instructional Design Process

What is our Process?What is our Process?

Analysis

Design

Development

Implementation

Summative Evaluation Formative

Evaluation

Research QuestionsResearch Questions

How can standard QA theory be applied to the Instructional Design process?

How can standard QA theory be applied to the Instructional Design process?

What factors promote quality web-supported learning? What factors promote quality web-supported learning?

What factors promote client satisfaction? What factors promote client satisfaction?

Literature survey and critical colleagues

Student and lecturer surveys

Quality Management System

Findings – RQ 1Findings – RQ 1

Taxonomy of critical success factorsTaxonomy of critical success factors

Key factors

Exogenous factors

Assumptions

K

A

E

Findings – RQ 2Findings – RQ 2

Client satisfaction/frustration

Client satisfaction/frustration

LecturersLecturers StudentsStudents

Findings – RQ 3Findings – RQ 3

Quality Management System

• formal• online• auditable

Quality Management System

• formal• online• auditable

ConclusionConclusion

Design, Design, Design!Design, Design, Design!Continuous improvementContinuous improvement

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

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 chasmMoore, G. (1999) Crossing the chasm

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.

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.

Oxford University: MPLS 5 Year Strategy

Oxford University: MPLS 5 Year Strategy

•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

•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

Old ProverbOld Proverb

“Good, better, bestNever let it rest,

‘Til the good is betterAnd the better, best.”

“Good, better, bestNever let it rest,

‘Til the good is betterAnd the better, best.”

Prinsloo, 2002Prinsloo, 2002

“Quality is a journey, not a destination.”

“Quality is a journey, not a destination.”

“In the race for Quality, there is no finish line”

“In the race for Quality, there is no finish line”

Reader’s Digest, 2000