• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Quality in Distance Education
 

Quality in Distance Education

on

  • 1,858 views

 

Statistics

Views

Total Views
1,858
Views on SlideShare
1,841
Embed Views
17

Actions

Likes
1
Downloads
0
Comments
1

2 Embeds 17

http://www.wiziq.com 15
http://www.linkedin.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Quality in Distance Education Quality in Distance Education Presentation Transcript

    • Quality in distance education: a macro-analysis of recent trends and issues Terumi Miyazoe Pusan, Korea, 2007/09/07
    • Outline
      • Foci:
      • What is quality in distance education?
      • Recent trends and research findings
      • Problems and issues for future research and practice
      Pusan, Korea, 2007/09/07
    • Limitation/Delimitation
      • The information and data come largely from English sources.
      • The scope of the presentation is specifically distance education.
      Pusan, Korea, 2007/09/07
    • State of the issue
      • Quality issues in distance education
      • Relatively new
      • No fixed definition, approach, or framework yet
      Pusan, Korea, 2007/09/07
    • Key works
      • Two major works regarding quality in distance education
      • Mayer, K. A. (2002). Quality in distance education. ASHE-ERIC Higher Education Report, 29 (4), 1-121.
      • Sherry, A. C. (2003). Quality and its measurement in distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 435-459). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
      Pusan, Korea, 2007/09/07
    • What is quality?
      • “ the standard of something when it is compared to other things like it; how good or bad something is
      • a high standard
      • a thing that is part of a person’s character, especially something good
      • a feature of something, especially one that makes it different from something else”
      • (Oxford Advanced Learners’ Dictionary, 2005)
      Pusan, Korea, 2007/09/07
    • What is quality? (cont ’ d)
      • The concept of quality includes
      • standard,
      • comparison,
      • goodness (or betterness), and
      • uniqueness.
      Pusan, Korea, 2007/09/07
    • What is evaluation?
      • Three common categories:
      • Relative vs. absolute evaluation
      • (Stake, 1967)
      • Formative vs. summative evaluation (Scriven, 1967)
      • Descriptive vs. judgmental evaluation (Cronbach, 1963; Scriven, 1967)
      Pusan, Korea, 2007/09/07
    • A framework
      • Conceptualization of quality issues in distance education  
      Pusan, Korea, 2007/09/07
    • A framework (cont ’ d) Pusan, Korea, 2007/09/07 Levels Research schemes Research questions Macro- ↓ Micro- Quality assurance Credit banks How can we assure quality of distance education as we have with traditional education?       ↓ How can we realize quality learning in distance education that is different from traditional education?         ↓ How can we assure quality in education regardless of whether it is traditional or online? People’s perceptions Cost and accessibility Learner outcomes
    • Quality assurance
      • Definition: “planned activities carried out with the intent and purpose of maintaining and improving the quality of learning rather than simply evaluating activities” (Jung 2005b, p.5)
      • -> standardization of formative efforts to maintain and improve quality in distance education for present and future practice
      Pusan, Korea, 2007/09/07
    • Quality assurance (cont ’ d)
      • Accreditation and quality assurance
      • Different levels of standards: institutional, regional, national, international
      • Different/unified standard(s): tradtional vs online learning
      • -> largely relying on self-improvement, no serious penalty
      Pusan, Korea, 2007/09/07
    • Credit banks
      • Definition: “the systematic interpretation of equivalency in educational value across different educational institutes” (Miyazoe, 2007)
      • English Teaching certificates at secondary schools (Tokyo Metropolitan Board of Education)
      • -partly from ICU (campus-mode learning)
      • -partly from Nihon University (distance learning)
      Pusan, Korea, 2007/09/07
    • Credit banks (cont ’ d)
      • University Certificates, diplomas, degrees: NIAD-UE (National Institute for Academic Degrees and University Evaluation, Japan)
      • Risks of relying on the credit system of other country/countries
      • National and international needs
      • ->  “ international credit banks”
      Pusan, Korea, 2007/09/07
    • People ’ s perceptions
      • Historically, negative perceptions towards distance education and online learning
      • - “Learning at the Back Door” (Wedemeyer, 1981)
      • - “Digital Diploma Mills”
      • (Nobel, 2001)
      Pusan, Korea, 2007/09/07
    • People ’ s perceptions (cont ’ d)
      • New trends towards distance education and online learning
      • Sloan-C (Sloan Consortium) 2006 survey: 4,491 higher institutions in the US -> 62% of chief academic officers believe online learning is equal or superio r to face-to-face learning
      • More and more degree seeking online programs open including master’s and doctoral levels in North America and Europe
      Pusan, Korea, 2007/09/07
    • Cost and accessibility
      • External triangle of education (Daniel, 2003): quality, cost, and accessibility
      • Productivity paradox
      • Opportunity cost
      Pusan, Korea, 2007/09/07
    • Cost and accessibility (cont ’ d)
      • Some counter-arguments
      • Very limited number of educational institutes can assure mega size (100,000+) enrollment
      • Wider accessibility of anyone anywhere anytime philosophy could conflict with the notion of uniqueness
      Pusan, Korea, 2007/09/07
    • Learner outcomes
      • Traditionally, people were skeptical about the effectiveness of distance education and online learning
      • Lower academic readiness
      • Poor completion rates
      Pusan, Korea, 2007/09/07
    • Learner outcomes (cont ’ d)
      • More results that support equal or higher learner outcomes of distance education and online learning than F2F learning
      • No significant difference phenomenon (Russell, 1991)
      • followed up by Phillips and Merisotis (1991) and Bernard et al. (2004)
      Pusan, Korea, 2007/09/07
    • Conclusions
      • “ How can we assure quality in education regardless of whether it is traditional or online?”
      • Two axes of quality: betterness and uniqueness
      • Need for a framework unique to distance education
      Pusan, Korea, 2007/09/07
      • Thank you very much!
      • Note: This presentation was later collected in International Journal of Media Education and Technology, 2/15-26, 2008 (http://members3.jcom.home.ne.jp/t.miyazoe/IJETM_2008_Miyazoe_final.pdf)
      Pusan, Korea, 2007/09/07