THREE INSTITUTIONS, THREE APPROACHES, ONE GOAL: ADDRESSING QUALITY ASSURANCE IN ONLINE LEARNING

Authors

  • Marwin Britto University of Saskatchewan
  • Cristi Ford University of the District of Columbia
  • Jean-Marc Wise Florida State University

DOI:

https://doi.org/10.24059/olj.v17i4.402

Keywords:

Quality Assurance, Online learning

Abstract

The rapid growth of online academic programs in higher education has prompted institutions to develop processes and implement strategies to ensure the quality of their online offerings. Although there is no “one-size-fits-all” approach, there are “quality” standards which institutions can effectively implement regardless of context. This paper examines approaches from three different types of institutions in addressing quality assurance in online education on their respective campuses. Specifically, this paper presents three case studies and describes each institution’s 1) background and overview, 2) quality definition, 3) approach to quality assurance, 4) models and approaches, 5) goals, 6) successes, 7) challenges, and 8) lessons learned. A comparison reveals that despite differences in scope, size, location, mission and extent of online development, there is consistency in the institutions’ strategies to addressing quality assurance in online learning.

Author Biographies

Marwin Britto, University of Saskatchewan

Marwin Britto served as the Executive Director of Lone Star College­Online at Lone Star College System until September 2013. He currently serves as the Associate Dean of the University Library at the University of Saskatchewan in Saskatoon, Canada. In addition, he has served in a number of administrative positions in higher education, and has had 10 years of university experience as a fulltime faculty member. He has published and presented widely in academic journals and conferences in the areas of distance education/online learning, teaching and learning, teacher education, instructional technology, library science and change management. He holds four graduate degrees including a Ph.D. in Instructional Technology from the University of Georgia.

Cristi Ford, University of the District of Columbia

Cristi D. Ford is Director of the Research Academy for Integrated Learning (RAIL) at the University of the District of Columbia. This unit oversees all online learning programs for the university, as well as broader teaching and learning initiatives. She has expertise and experience in building new online learning programs and has an interest in research related to teaching and learning in the online learning environment. She has held several leadership positions in the online education realm, as well as served as a full-time and adjunct faculty member. She holds a Ph.D. in Educational Leadership from the University of Missouri-Columbia.

Jean-Marc Wise, Florida State University

Jean-Marc Wise is a faculty member at the Florida State University Office of Distance Learning and specializes in strategic planning, institutional effectiveness, online course design, assessment, and evaluation. He coordinates quality planning, design, and evaluation of distance learning courses and programs in support of academic departments. He has extensive experience in a wide range of educational technology and information systems and has been teaching in academic, non-profit, and private sector contexts over the past two decades. He holds a Ph.D. in Instructional Systems Design from Florida State University and is actively engaged in international collaboration and research projects.

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Published

2013-12-23

Issue

Vol. 17 No. 4 (2013)

Section

Invited Papers from the 19th Annual International Sloan-C Conference

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