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Online Course Quality Assurance
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Received: 14 January 2021 / Revised: 15 February 2021 / Accepted: 15 February 2021 / Published: 23 February 2021
Designing and delivering outcomes-based courses that emphasize learner-centered academic discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in virtual space requires a well-defined framework with key components interacting based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework defining the interacting components. This work proposes a conceptual and general “quality assurance” (QA) framework based on experiences primarily in the science, technology, engineering, and mathematics (STEM) fields for the effective design and delivery of outcomes-based virtual, real-time courses. which includes active learning practices. This quality assurance framework can be adapted to serve as a blueprint to guide institutions in developing or revising their policies and procedures for the design and delivery of virtual, real-time courses, once adjusted to accommodate their missions; Additionally, such a framework is important for organizations to develop quality assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three components: a “Teaching and Learning Support” (TLS) that trains teachers in pedagogical approaches and capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that supports teachers with the technologies and tools available in the Education Management System; and a “Course Management System” (CMS) that includes course design, delivery, and assessment; This study mainly focuses on this “Course Management System” component.
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The coronavirus (COVID-19) pandemic has forced educational institutions to rapidly shift from face-to-face course delivery modes typically supported by learning management systems (LMS) to virtual, real-time online classes. Organizations sometimes integrate their LMS with other platforms like Microsoft Teams or Zoom to promote interactions in virtual, real-time lessons. These interactions included web conferencing, video streaming, instant sharing of documents, one-on-one or one-to-many dialogues, and real-time participation in group activities. Unfortunately, most teachers forced to engage with this sudden technological change were not prepared to effectively engage their students, especially those using active learning practices and educational principles that include outcome-based lesson design, delivery, and assessment [1, 2].
The teaching and learning landscape is expected to experience continued growth in educational programs using virtual, real-time classrooms: online teaching and learning methods, pedagogies, and tools will become more prevalent. In fact, blended and virtual real-time learning is gradually gaining popularity and becoming an integral part of the educational curriculum [3, 4]. A virtual, real-time session component of blended learning activities using gamification as an active learning practice may be able to create an “edutainment” environment that promotes and maintains motivation to learn [5, 6, 7, 8]. Blended learning may also be able to provide opportunities for collaborative learning, for example, through pair-and-partner and group learning [9].
The poor-quality and low-standard stigmas sometimes associated with e-learning, and the perceived technical complexity of operations, necessitate the establishment of a quality assurance (QA) system for virtual, real-time classes [10]. A QA system, especially in virtual, real-time education, provides the basis for systematic diagnosis, decision-making, and strategic planning to continuously improve online instruction [11]. A QA system ensures that the educational goals of virtual, real-time instruction are met, implemented, and evaluated in an accountable and transparent manner [12]. In terms of modern educational paradigms, any QA system should include pedagogies that implement active learning practices whose effectiveness is evaluated by learning outcomes.
Recent work provides recommendations for developing online courses; This work highlights emerging trends, best practices, and challenges in implementing engaging and effective online courses that sustain student success, and motivate students [13]. The recommendations address several interrelated issues, including teacher education in emerging technologies, current teaching and learning practices, effective online teaching strategies, and student access, equity, and success.
Toward A Quality Assurance Approach To E Learning Courses
When designing classroom content, teachers must strategically address both the product (lesson plan or instructional content) and the process (delivery methods, activities, implementation and management of the overall design process) [14, 15]. Like any other process, designing classroom materials and learning methods, conducting real-time delivery activities, and evaluating instructional success occurs in a sequence of decision-making and problem-solving steps [16, 17]. In outcome-based learning, designing classroom materials and learning methods is concerned with “clear learning objectives, carefully structured content, relevant student activities, and assessment linked to desired learning outcomes” [18]. By blending active learning practices with outcome-based learning, “relevant student activities” translate into appropriate active learning techniques [18].
Class content design and delivery play an important role in virtual, real-time courses [19, 20]; It involves rich and flexible educational experiences involving the integration of a variety of tools [21, 22, 23]. As such, virtual, real-time teaching adds a layer of technical difficulty to traditional in-class delivery modes; This difficulty is compounded by the inclusion of outcome-based learning, which involves active learning practices.
Outcomes-based education is a student-centered educational theory that seeks to align outcomes with curriculum prerequisites, content, instruction, learning activities, and assessment, and is practiced worldwide after gaining international recognition after signing the Washington Accord. in 1989 [24]. Indeed, reputable accrediting agencies, such as the Accreditation Board for Engineering and Technology (ABET), emphasize what needs to be taught, how it is taught, and what is being taught [25]. Outcomes-based education focuses on shaping the educational system around what all students need to be able to perform successfully at the end of their learning experiences. Successful outcomes-based education programs demonstrate that students have acquired the knowledge, attributes, and skills necessary to succeed after graduating from their educational institutions.
There are many instructional strategies in outcome-based learning. These strategies are based on the premise that in order to achieve results, teachers “need to establish an environment that maximizes the likelihood that students will engage in activities designed to achieve intended outcomes” [26]. Four principles of outcome-based learning have been proposed [27]. First, teachers should focus planning and teaching on pre-determined outcomes. Second, teachers should design useful learning materials and activities that can be traced back to desired pre-determined outcomes [28]. Third, teachers should set challenging tasks that are appropriate for students’ levels to encourage continuous and deep learning [29]. Fourth, teachers should recognize that a variety of learning methods should be used to target the majority of students [30].
Jual Tiket Sistem Dokumentasi Dan Update Regulasi Quality Control (qc) Dan Quality Assurance (qa)
Instructional strategies for outcome-based virtual learning are still being researched. Indeed, qualitative research on outcomes-based, blended learning has reported inadequate preparation from faculty members due to their lack of confidence in their grasp of technology and their inexperience in online environments [3]. The lack of studies on instructional strategies for outcome-based, virtual, real-time classrooms can be attributed to the relatively recent, if not sudden, reliance on this platform as a major tool of instruction.
Active learning is “a learning method in which students are actively or experientially involved in the learning process and where there are different levels of active learning depending on the students’ involvement” [31]. When students engage in active learning, such as working together to apply newly learned skills, they are more likely to retain what they have learned [32]. Active learning strategies are an integral part of outcome-based learning and have a positive impact on learning outcomes [33, 34]. For example, class discussion as an active learning method was shown to increase significantly
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