Measuring Quality in Online Education: A Meta-Synthesis

Autor/in	Esfijani, Azam
Titel	Measuring Quality in Online Education: A Meta-Synthesis
Quelle	In: American Journal of Distance Education, 32 (2018) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Esfijani, Azam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1417658
Schlagwörter	Educational Quality; Online Courses; Teaching Methods; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Meta Analysis; Measurement Techniques; Qualitative Research; Publications; Evidence; Educational Research; Instructional Design; Employer Attitudes; Benchmarking; Guidelines; Literature Reviews + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerverhalten; Meta-analysis; Metaanalyse; Messtechnik; Qualitative Forschung; Evidenz; Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Arbeitgeberinteresse; Richtlinien
Abstract	This article presents a meta-synthesis review of quality of online education (QOE) measurement approaches. In order to survey the existing body of knowledge, a qualitative method was employed to investigate what quality of online education is comprised of and how the concept has been measured through the literature. To achieve this, a total of 112 publications between 2000 and 2017 were analyzed. Results indicate that QOE factors are mostly focused on OE resources, input, and processes through this literature. There is a lack of evidence for output- and outcome-oriented approaches for quality factors identification and measurement. Most approaches focus on students' views, with faculty and administrators' views having less attention and very little focus on designers, employers, and clients. The lack of an integrated view of QOE not only in its definition but also in its measurement approaches is a key issue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01