QUALITY ASSURANCE OF E-LEARNING

ENQA Workshop

Josep Llados

Vice-Rector for Faculty and Academic Policy

jlladosm@uoc.edu

Sigtuna, October 2009

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

The mission of the Universitat Oberta de Catalunya (UOC) is to provide people with lifelong learning and education opportunities. The aim is to help individuals meet their learning needs and provide them with full access to knowledge, above and beyond the usual scheduling and location constraints.

The UOC engages people who offer quality online university education and promote:  

– innovative education enabling personalised learning,

– technological leadership that facilitates interaction and collaborative work,

– academic research on the information society and e-learning,

– the dissemination of knowledge.

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

Students2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

20041 20042 20051 20052 20061 20062 20071 20072 20081 20082

Total 27,115 27,891 31,259 30,644 33,207 31,674 34,150 32,280 35,687 34,051

Personal profile

Over 30 years (63%)

Academic profile

With previous university experience (75%)

69.0%

20.0%

2.0%

4.0% 5.0%

Full-time work and studies linked to this work

Full-time work and studies not linked to this work

Part-time work and studies linked to this work

Part-time work and studies not linked to this work

Not in work or work sporadically

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

Students2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

20041 20042 20051 20052 20061 20062 20071 20072 20081 20082

Total 27,115 27,891 31,259 30,644 33,207 31,674 34,150 32,280 35,687 34,051

Professional profile

Working (95%). According to the latest survey of graduates their studies are closely linked to their job.

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

 

Figur I: Our model

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

 

Figur I: Our model

The learning activity is central to the educational model. The students have three main elements with which to complete it: learning resources, collaboration and accompaniment.

Introduction: Characteristics of e-learning at UOC

QUALITY ASSURANCE OF E-LEARNING

 

Figur I: Our model

Resources include the content, spaces and tools necessary to carry out the learning activities and their assessment.

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

Figur I: Our model

Accompaniment is the group of actions carried out by faculty to monitor students and to give them support in planning their work, in resolving activities, in assessment and in making decisions. Likewise, students receive personalised attention from faculty and continuous guidance on their academic pathway, establishing relations and communication with the educational community.

Introduction: Characteristics of e-learning UOC

QUALITY ASSURANCE OF E-LEARNING

Figur I: Our model

Collaboration is the set of communicative and participative dynamics that aid the combined building of knowledge among classmates and teachers, through teamwork to solve problems, develop projects and create products together.

Experience in e-learnig assessment

QUALITY ASSURANCE OF E-LEARNING

Institutional level:

- Mission and vision- System capacity: students, infrastructures, faculty, external networks…- Quality assurance mechanisms

Degree programme level (9 programmes – 22.000 students):

– Strategic position– Aim of the programme– Instruction design– Learning assessment– Outcomes

Two fold assessment process (AQU):.

A good experience

QUALITY ASSURANCE OF E-LEARNING

• Outwards? To be on a level with traditional universities:

• integration

• comparability

• recognition

• validation and credibility

A good experience

QUALITY ASSURANCE OF E-LEARNING

• Inwards? Other benefits emerging from the assessment process:

At the institutional level:

Self-evaluation processes drive to a better understanding of institution

Auditoria of internal quality assurance systems stronger commitment

Identification of critical points and opportunities

Strengthening the specificities of e-learning

At the programme level:

Helping the adaptation to the objectives of EHEA

Identification of basic processes involved in the different stages of e-learning

Reinforcing interdisciplinary and transversal collaborative work

Key points

QUALITY ASSURANCE OF E-LEARNING

• Identification of specific indicators for virtual learning environments: (I)

Student profile expectations, motivations, experience, needs …

Technological infrastructures design of platforms, tools, virtual spaces, accessibility, capacity, security…

Faculty teachers’ role (three dimensions: planning, development and evaluation/innovation) + qualification (e-learning competences and expertise, accreditation, training requirements)

Network organisation (from 200 to 2000) tutorial, monitoring, coordination…

Outcomes success from the point of view of long life leaning vs graduation rates, professional improvement and development vs employability, competences achievement, entrepreneurial behaviour…

Learning process learning resources (selection and production of new materials, interaction practices and collaborative work…) and evaluation system (continuous assessment)

Key points

QUALITY ASSURANCE OF E-LEARNING

• Identification of specific indicators for virtual learning environments: (II)

• Increasing flexibility? openness (open and free access), younger students (digital natives), online vs blended methodologies, virtual mobility and alliances with traditional universities, quick response to emerging social demands and technological challenges (risk-adoption, accountability)…

How to transform these specificities in qualitative indicators? Using students, alumni, employers and the nodes of the network as the main sources of information

Thank you very much for your attention !!!!

QUALITY ASSURANCE OF E-LEARNING