Assuring the Quality of Online Learning in Higher Education: Adaptations in Design and Implementation

Autor/inn/en	Konstantinidou, Athina; Nisiforou, Efi A.
Titel	Assuring the Quality of Online Learning in Higher Education: Adaptations in Design and Implementation
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 4, S.127-142 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nisiforou, Efi A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Educational Quality; Online Courses; College Students; Student Attitudes; Educational Trends; Access to Education; Distance Education; Electronic Learning; Instructional Design; Curriculum Implementation; Foreign Countries; Teaching Methods; Cyprus + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Online course; Online-Kurs; Collegestudent; Schülerverhalten; Bildungsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Zypern
Abstract	In higher education, designing online courses aligned with students' preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students' opinions. The results revealed that students' preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01