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Embedding Quality Assurance in
Online Courses at African
Universities
Greig Krull, Brenda Mallinson and Ephraim Mhlanga
31 May 2013
Windhoek
Outline
Project Background
Quality Assurance Processes
Successes and Challenges
Outcomes
Reflection and Discussion
PHEA ETI
Project Background
Vision is “to support interventions in universities to make
increasingly effective use of educational technology to address
some of the underlying educational challenges facing the higher
educational sector in Africa”
Specific objective relevant for this presentation:
• Build academic capacity in quality online course design and
delivery through use of a Virtual Learning Environment (VLE)
for mounting over 140 online / blended courses
7 participating sub-Saharan Africa HEIs
Catholic
University of
Mozambique
University of Dar es
Salaam (Tanzania)
Kenyatta University
(Kenya)University of Jos
(Nigeria)
University of
Education
Winneba (Ghana)
University of
Ibadan (Nigeria)
Makerere
University
(Uganda)
Motivation
• Universities have defined policies and procedures to ensure
the quality of traditional courses…
• However, when academics start to convert existing courses for
online delivery, quality assurance is often an afterthought
• To ensure high quality output, a thorough quality
improvement process was initiated
1. Online/Blended Course Quality Improvement Process
2. Institutional Quality Assurance Systems and Processes
Quality Assurance and Capacity Building
Process for Course Development
1
Course
Design
2
Internal
Review
3
External
Review
Preparation
4
External
Review
5
Course
Revision
6
Review
External
Evaluation
Step 1: Course Design & Development
• Academics identified courses for online/blended design
• Participated in capacity building workshops
– Effective online course design and development
– VLE functionality (Moodle)
– Facilitated by external project support team
• Developed their courses between workshops
Step 2: Internal Peer Review
• Undertook peer review of course development progress
within project groups
• Revised courses taking initial peer review into account
• Where relevant, make use of subject matter experts for
content review
• Received continued support from internal institutional team
Step 3: External Review Preparation
Evaluate Review
Instrument
Update Review
Instrument
Create Review
Register
Identify External
Reviewers
Develop Review
Instrument
Identify Courses
for Review
Distribute
Review
Instrument
Self Review of
Courses
Evaluate Review
Instrument
Identify Courses
for Review
Step 4
Step 2
External Review Instrument Sample
28 criteria in 4 areas: Course Design, Activities, Assessment, Technology
Review instrument informed by:
– Quality Matters (QM) Rubric Standards https://www.qualitymatters.org/rubric
– Essential Quality standards (EQS) http://www.ecampusalberta.ca
– OCEP http://www.montereyinstitute.org/ocep/
– OPEN ECB Check http://ecbcheck.efquel.org/
C
Criterion Elements 0 1 2 3 Comments
25 Wherever possible, a range of technologies like forums, chats, wikis and blogs etc are used to
support learning and these technologies are appropriate for the pedagogical approach chosen
26 There are suitable multimedia objects (like illustrations, video clips, PowerPoint slides,
animations and simulations) to facilitate understanding of the content
27 There is seamless integration of the different multimedia elements in the course.
28 Internal and external hyperlinks are provided and they are always active
Technology: The technology used in teaching and learning is appropriate, up to date and readily accessible to students and staff. The type
of technology used is guided by the pedagogical approach of the provider.
Step 4: External Review
Send Course
Access Details
Authenticate
and Batch
Courses
Conduct 136
Course Reviews
Mediate
Feedback
Interpret
Feedback
Allocate
Courses to
Reviewers
Understand
FeedbackStep 3 Step 5
Step 5: Course Revision
Check Progress
on Site Visits
Update Courses
Support
Changes
Step 4
Step 6
Step 6: Review Validation
Select Sample
for 2nd Review
Review
Updated
Courses
Refined Review
InstrumentSend 2nd
Review
Feedback
Review
Usefulness
Survey
Short Reviewer
Reports
Recommendations
Report
Consolidate
Findings
Review
Usefulness
Survey
Step 5
Successes Experienced
Course Developers
(30 responses)
Reviewers
(8 responses)
• 94% thought the categories
used in the review made
sense
• 83% thought that external
review process helped to
improve the quality of their
online courses
• Some comments that the
reviews validated their
approach taken
• Basic elements are present – a
good start for 1st time developers
• Design with the affordances of the
medium in mind
• Online teaching approach
emphasised
• Good use of visual aids
• Online activities provided for
• Course front matter clearly
indicated
Challenges Experienced
Course Developers
(30 responses)
Reviewers
(8 responses)
• 39% did NOT see the review
criteria PRIOR to submitting
their courses for external
review
• 33% did not have the criteria
sufficiently explained by the
internal support team
• Some reports of the review
feedback not being passed on
to the developers
• Insufficient time to address
the feedback
• Some plagiarism & broken links
• Lack of uniformity
• Learners need help with finding
their way
• Insufficient student engagement
provided for (including lack of
evaluation)
• Insufficient reflective pauses &
time indicators
• Finish as strongly as you began
Outcomes
• Share set of recommendations for formative and summative
quality improvement
• Support enhancement of institutional quality assurance
systems where we were able to engage with the QA Unit
Institutional
• Proportion of courses or parts thereof to be made available as
Open Educational Resources (OER) to be shared with other
institutions
• Evaluation instrument used in the review available from Saide
website as OER for any course developers to use or adapt
Project
Reflection
• How do you ensure quality in your own courses and
materials?
• How can you develop or enhance quality assurance
processes at your institution?
Thank You
Greig Krull and Brenda Mallinson
greigk@saide.org.za / brendam@saide.org.za
This work is licensed under a
Creative Commons Attribution 3.0 Unported License.

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Embedding Quality Assurance in Online Course Design (An African Perspective)

  • 1. Embedding Quality Assurance in Online Courses at African Universities Greig Krull, Brenda Mallinson and Ephraim Mhlanga 31 May 2013 Windhoek
  • 2. Outline Project Background Quality Assurance Processes Successes and Challenges Outcomes Reflection and Discussion
  • 3. PHEA ETI Project Background Vision is “to support interventions in universities to make increasingly effective use of educational technology to address some of the underlying educational challenges facing the higher educational sector in Africa” Specific objective relevant for this presentation: • Build academic capacity in quality online course design and delivery through use of a Virtual Learning Environment (VLE) for mounting over 140 online / blended courses
  • 4. 7 participating sub-Saharan Africa HEIs Catholic University of Mozambique University of Dar es Salaam (Tanzania) Kenyatta University (Kenya)University of Jos (Nigeria) University of Education Winneba (Ghana) University of Ibadan (Nigeria) Makerere University (Uganda)
  • 5. Motivation • Universities have defined policies and procedures to ensure the quality of traditional courses… • However, when academics start to convert existing courses for online delivery, quality assurance is often an afterthought • To ensure high quality output, a thorough quality improvement process was initiated 1. Online/Blended Course Quality Improvement Process 2. Institutional Quality Assurance Systems and Processes
  • 6. Quality Assurance and Capacity Building Process for Course Development 1 Course Design 2 Internal Review 3 External Review Preparation 4 External Review 5 Course Revision 6 Review External Evaluation
  • 7. Step 1: Course Design & Development • Academics identified courses for online/blended design • Participated in capacity building workshops – Effective online course design and development – VLE functionality (Moodle) – Facilitated by external project support team • Developed their courses between workshops
  • 8. Step 2: Internal Peer Review • Undertook peer review of course development progress within project groups • Revised courses taking initial peer review into account • Where relevant, make use of subject matter experts for content review • Received continued support from internal institutional team
  • 9. Step 3: External Review Preparation Evaluate Review Instrument Update Review Instrument Create Review Register Identify External Reviewers Develop Review Instrument Identify Courses for Review Distribute Review Instrument Self Review of Courses Evaluate Review Instrument Identify Courses for Review Step 4 Step 2
  • 10. External Review Instrument Sample 28 criteria in 4 areas: Course Design, Activities, Assessment, Technology Review instrument informed by: – Quality Matters (QM) Rubric Standards https://www.qualitymatters.org/rubric – Essential Quality standards (EQS) http://www.ecampusalberta.ca – OCEP http://www.montereyinstitute.org/ocep/ – OPEN ECB Check http://ecbcheck.efquel.org/ C Criterion Elements 0 1 2 3 Comments 25 Wherever possible, a range of technologies like forums, chats, wikis and blogs etc are used to support learning and these technologies are appropriate for the pedagogical approach chosen 26 There are suitable multimedia objects (like illustrations, video clips, PowerPoint slides, animations and simulations) to facilitate understanding of the content 27 There is seamless integration of the different multimedia elements in the course. 28 Internal and external hyperlinks are provided and they are always active Technology: The technology used in teaching and learning is appropriate, up to date and readily accessible to students and staff. The type of technology used is guided by the pedagogical approach of the provider.
  • 11. Step 4: External Review Send Course Access Details Authenticate and Batch Courses Conduct 136 Course Reviews Mediate Feedback Interpret Feedback Allocate Courses to Reviewers Understand FeedbackStep 3 Step 5
  • 12. Step 5: Course Revision Check Progress on Site Visits Update Courses Support Changes Step 4 Step 6
  • 13. Step 6: Review Validation Select Sample for 2nd Review Review Updated Courses Refined Review InstrumentSend 2nd Review Feedback Review Usefulness Survey Short Reviewer Reports Recommendations Report Consolidate Findings Review Usefulness Survey Step 5
  • 14. Successes Experienced Course Developers (30 responses) Reviewers (8 responses) • 94% thought the categories used in the review made sense • 83% thought that external review process helped to improve the quality of their online courses • Some comments that the reviews validated their approach taken • Basic elements are present – a good start for 1st time developers • Design with the affordances of the medium in mind • Online teaching approach emphasised • Good use of visual aids • Online activities provided for • Course front matter clearly indicated
  • 15. Challenges Experienced Course Developers (30 responses) Reviewers (8 responses) • 39% did NOT see the review criteria PRIOR to submitting their courses for external review • 33% did not have the criteria sufficiently explained by the internal support team • Some reports of the review feedback not being passed on to the developers • Insufficient time to address the feedback • Some plagiarism & broken links • Lack of uniformity • Learners need help with finding their way • Insufficient student engagement provided for (including lack of evaluation) • Insufficient reflective pauses & time indicators • Finish as strongly as you began
  • 16. Outcomes • Share set of recommendations for formative and summative quality improvement • Support enhancement of institutional quality assurance systems where we were able to engage with the QA Unit Institutional • Proportion of courses or parts thereof to be made available as Open Educational Resources (OER) to be shared with other institutions • Evaluation instrument used in the review available from Saide website as OER for any course developers to use or adapt Project
  • 17. Reflection • How do you ensure quality in your own courses and materials? • How can you develop or enhance quality assurance processes at your institution?
  • 18. Thank You Greig Krull and Brenda Mallinson greigk@saide.org.za / brendam@saide.org.za This work is licensed under a Creative Commons Attribution 3.0 Unported License.

Notes de l'éditeur

  1. The Partnership for Higher Education in Africa (PHEA) Educational Technology Initiative (ETI) supported the use of educational technology at seven sub-Saharan African universities over 4 years. This included 11 projects involving mounting of online/blended courses.
  2. Quality Assurance aims to promote effective teaching and learning that results in the construction of appropriate knowledge and skills Star is what we focussed onTo ensure high quality output, a thorough quality improvement process was initiated as part of this process
  3. As part of the quality assurance and capacity building aspects of the project, courses went through a review process to ensure high quality deliverables.
  4. Workshops co-facilitated by internal institutional project support team (where possible)
  5. Group review - facilitated by external project support team, encouraged to conduct self-reflection on courses under development
  6. 28 criteria across 4 areas using a rating scale together with commentsSome explanation of our 3 worksheet approach: a) course info and how to accessb) Criteria to be rated and specific commentsc) Summary page identifying areas for improvement etc for each categoryNote: did not include accessibility in criteria
  7. Purpose: provide feedback to course developers with an objective assessment of strengths and weaknessesExternal reviewer reports also included specific recommendations for improvement for each course reviewed.
  8. The project team provided support to course developers in implementing recommendations from external reviewers
  9. Purpose: assess the efficacy of the review process
  10. Course Developers – via survey monkey - structuredReviewers – via email feedback – unstructured?
  11. Course Developers – via survey monkey - structuredReviewers – via email feedback – unstructured?
  12. BM: Have made a few additions