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Journal Article

A Conceptual Model for Effective Quality Management of Online and Blended Learning  pp189-204

Yves Blieck, Chang Zhu, Kim Schildkamp, Katrien Struyven, Bram Pynoo, Cindy L. Poortman, Koen Depryck

© Feb 2020 Volume 18 Issue 2, Editor: Heinrich Söbke and Marija Cubric, pp114 - 206

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Abstract

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision‑making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI‑cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data‑based decision making as a driver for effective CQI management in the context of OBL.

 

Keywords: quality assurance, quality enhancement, quality improvement, e-learning, online and blended learning, data-based decision making

 

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Journal Article

Blended Supervision for Thesis Projects in Higher Education: A Case Study  pp79-90

Thashmee Karunaratne

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Heinrich Söbke, pp79 - 160

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Abstract

Abstract: The thesis component of a degree program is vital since the quality of it contributes to the quality of the whole degree. Maintaining the quality of the degree programs and handling the constantly increasing numbers of students entering higher education simultaneously is a challenge for many higher educational institutions. This paper presents a study of how ICT can be used to improve the quality and effectiveness of the thesis projects at Bachelors and Masters Levels. Further, how the blended model of supervision supports solving the issues of managing supervisor time efficiently and providing a quality guidance for thesis students are also explored. Supervisors’ perceptions of the ICT enabled thesis process are captured via interviews. Statistics about the completed theses and the user log data of the ICT system are triangulated to complement supervisor perceptions. Results revealed that the supervisors take advantage of the functions in the system to support improving the quality and the quantity of the theses, and the blended supervision model adapted in the thesis process support the supervisors to have a better collaboration with the students.

 

Keywords: Thesis, higher education, blended supervision, quality improvement

 

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Journal Issue

Volume 16 Issue 2 / Oct 2018  pp79‑160

Editor: Rikke Ørngreen, Heinrich Söbke

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Keywords: Thesis, higher education, blended supervision, quality improvement, Scaffolding, information search, metacognitive ability, b-learning environment, secondary education

 

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