Posted in 2023
Enhancing quality assurance in continuing education through an organisational cultural change
Article written by Clelia Paraluppi, Patricia Mancebo May, Ceyrine Pellikaan and Naomi Wahls and published in the European Journal of University Lifelong Learning (EJULL) as part of the EUCEN Conference 2023.
Abstract
The TU Delft Extension School for Continuing Education underwent a collaborative process
to strengthen its quality culture involving professionals and leaders working on designing,
developing and delivering its online courses. In this paper we describe the steps taken
towards an enhanced Quality Assurance (QA) system. A key part of the Extension School’s
strategy to guarantee excellence in its online courses is the continuous training provided for
instructors and teaching assistants who form the course teams. This is delivered in several
ways: specialised hands-on courses and dedicated portals, personal guidance throughout
the entire course development process, and an extensive offer of short trainings. This
approach contributes both to higher quality for our online courses and to the professional
development of our teaching staff, who bring their newly acquired experience and online
materials back to their in-campus courses. In this paper, we share the lessons learned on
establishing an organisational quality culture, defining QA standards and processes, and we
showcase how the professionalisation of instructors plays a pivotal role in offering high-quality education.
Keywords
Quality assurance, quality culture, continuing education, professional development, course development
Reference
Paraluppi, C., Mancebo May, P., Pellikaan, C. & Wahls, N. (2023) ENHANCING QUALITY ASSURANCE IN CONTINUING EDUCATION THROUGH AN ORGANISATIONAL CULTURAL CHANGE. European
Journal of University Lifelong Learning, 7(2), pp. 89-96. © eucen, 2023.
https://doi.org/10.53807/0702ADf6
Download
License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by-nc-sa/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator, the purposes are non-commercial and distribution of remixed, adapted or build upon material should be released under the same license.
Impact of MOOC and other online course development on campus education
Short paper written by Selma van Esveld, Nardo de Vries, Sibilla Becchetti, Sofia Dopper, and Willem van Valkenburg and presented by Selma van Esveld at EMOOCs 2023 in Potsdam, Germany. Article was published in the Proceedings of the Eighth EMOOCs Conference (EMOOCs 2023).
Abstract
The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering & Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education.
Keywords
COVID, impact of MOOCs, campus education, lifelong learning, teacher skills, open educational resources
Reference
van Esveld, S.; de Vries, N.; Becchetti, S.; Dopper, S.; van Valkenburg, W. (2023). EMOOCS 2023: POST-COVID PROSPECTS FOR MASSIVE OPEN ONLINE COURSES – BOOST OR BACKLASH? Proceedings of the Eighth EMOOCs Conference. https://doi.org/10.25932/publishup-57645 (page 1-8)
Download
License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.
Online professional development across institutions and borders
Article written by Bart Rienties, Blazenka Divjak, Michael Eichhorn, Francisco Iniesto, Gillian Saunders-Smits, Barbi Svetec, Alexander Tillmann and Mirza Zizak and published in the International Journal of Educational Technology in Higher Education as part of the EU-funded project ‘RAPIDE’.
Abstract
Professional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one’s own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD.
Keywords
Online professional development, Cross-institutional, Cultural, Mixed method, Innovative pedagogy, Higher education
Reference
Rienties, B., Divjak, B., Eichhorn, M., Iniesto, F., Saunders-Smits, G., Svetec, B., Tillmann, A., & Zizak, M. (2023). ONLINE PROFESSIONAL DEVELOPMENT ACROSS INSTITUTIONS AND BORDERS. International Journal of Educational Technology in Higher Education, 20(1), 30. https://doi.org/10.1186/s41239-023-00399-1
Download
License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.
The Use of Digital Peer Assessment in Higher Education: An Umbrella Review of Literature
Article written by G. van Helden, V. van der Werf, G. Saunders-Smits, M.M. Specht and published in the Journal IEEE Access.
Abstract
Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of (digital) Peer Assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.
Keywords
Digital education, educational technology, engineering education, peer assessment
Reference
van Helden, G., van der Werf, V., Saunders-Smits, G., & Specht, M. M. (2023). THE USE OF DIGITAL PEER ASSESSMENT IN HIGHER EDUCATION: AN UMBRELLA REVIEW OF LITERATURE. IEEE Access, 11, 22948-22960. https://doi.org/10.1109/ACCESS.2023.3252914
Download
License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of IEEE Access must be obtained for commercial re-use or in order to create a derivative work.