Quality models in online and open education around the globe. State of the art and recommendations.

Autor/inn/en	Ossiannilsson, Ebba; Williams, Keith; Camilleri, Anthony F.; Brown, Mark
Institution	International Council for Open and Distance Education
Titel	Quality models in online and open education around the globe. State of the art and recommendations.
Quelle	Oslo: International Council for Open and Distance Education (2015), 52 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	978-82-93172-34-5
URN	urn:nbn:de:0111-pedocs-108795
Schlagwörter	Wissenserwerb; Lehrmaterial; Lernmaterial; Akkreditierung; Benchmarking; Ressource; E-Learning; Modell; Online-Kurs; Qualität; Qualitätssicherung; Rahmenbedingung; Wissensaustausch; Zertifizierung
Abstract	The report provides the first global overview of quality models in online and open education, an overview which is very timely, delivered as it is for Global Education 2030, the new global educational agenda which replaces Education For All, EFA. The report paints with a broad brush the landscape of quality in online and open education - and its challenges. Illustrating that quality in online learning is as complex as the reality of online learning itself. It addresses new needs such as quality in MOOCs and Open Education Resources. It shows that one size does not fit all, that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change. These are all important issues to reflect on and discuss. It delivers insight into the quality concept, the aspects of quality, and describes a selected number of models in relation to certification, benchmarking, accreditation and advisory frameworks, and can therefore serve as a guide and inspiration for building quality frameworks. While its findings on the one hand shows there is no need for new quality schemes as such, it reveals a huge gap and need for knowledge building, knowledge sharing, capacity building and for coordination among stakeholders. The research team makes 11 recommendations, spanning from important principles such as mainstreaming e-learning quality into traditional institutional quality assurance, to topical issues such as the establishment of quality criteria for mobile learning systems, and addressing unbundling and the emergence of non-traditional providers. Some key recommendations relate to knowledge building and sharing, to ensure knowledge resources for guidance and capacity building among experts and stakeholders. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/4