My presentation on Quality in e-learning at EDEN NAP webinar 30 October 2019

1. Quality in e-learning
Professor, Dr., Ebba Ossiannilsson
Sweden
EDEN NAP 30 October 2019

2. ABSTRACT
The rise of open online learning and e-learning poses more than ever quality-
relevant questions. The development where learners take personal
responsibility for their own learning is only one of the issues when quality is
discussed, another problem is when quality is expressed as normbased
versus process-based.
In view of the global challenges associated with education, there is an urgent
need to redefine quality issues. The quality of e-learning is a constant debate
and discussion. Quality in this respect is complex and can either be easily
defined or must be elaborated to a high and deep degree. There may be more
questions than answers. First the five most frequently asked questions have
to be answered. What do we mean by quality? Why is it important? Who's
involved? Quality for whom? When should quality be measured? In addition,
the quality can be seen at various levels: Nano, micro, meso, macro.
The webinar will address the current discourse and quality issues in open
flexible online learning, including e-learning.

3. About
Professor, Dr. Ebba
Ossiannilsson
• Independent Consultant
and researcher
• Swedish Association for
Distance Education
• Swedish Organization
for e-competence
• Digital Skills and Jobs
Coalition Sweden
• Open Education Europa
Ambassador and Fellow
• SIS, SIS/TK 304 Quality
Management
(validation of individual
competenses)
• International Quality
Reviewer ICDE; EDATU
• ICDE OER Advocacy
Committee, Chair
• ICDE Ambassador for the
global advocacy of OER
• ICDE QUALITY NETWORK
• ICDE Executive Committee
• EDEN, EC, EDEN SIG TEL QE,
EDEN Fellow, EDEN Fellow
council
• ISO/TC 176, Quality
Management and quality
assurance
• ISO Educational organizations
-- Management systems for
educational organizations --
Requirements with guidance
for use, ISO 21001:2018
• ISO Future Concepts

4. AGENDA
Set the scene
Open online learning and e-learning
Personal responsibility
Formative versus process-based
To redefine quality issues
What, Why, Who, Whom? When?
Nano, micro, meso, macro
Current discourse and quality
Sustainable Quality in Education

5. Set the scene

6. Global challenges
Demography
Globalization and
Digitalization

10. Why we need both science
and humanities for
a Fourth Industrial
Revolution education
• The 4th Industrial
Revolution has an impact
on how we live, work,
communicate, integrate
and interact with others,
the environment and
society. Of course, it also
changes the way we
learn.

11. Open Online
Learning and e-
learning /
Social Justice

12. Open education
the BIG PICTURE
Macro level
Meso level
Micro level
Nano level
Economic
Cultural
Political
Affirmative/Transformative (JL4D
Vol 5, No 3 (2018) > Hodgkinson-
Williams)

13. InamoratadosSantosetal,JRC,2016

14. E-learning
…is a learning environment which uses information and
communication technologies (ICT's) as a platform for teaching
and learning activities. It has been defined as "pedagogy
empowered by technology"though 'digital technology' is more
accurate.
Note that, due to the difference in terms of institutional goals,
higher education and the industry have very different ideas
about what e-learning is and how e-learning can be/should be
used. Wikiversity

15. Blended learning
….is an approach to education that combines online educational
materials and opportunities for interaction online with traditional
place-based classroom methods. It requires the physical presence
of both teacher and student, with some elements of student
control over time, place, path, or pace.
The definition of blended learning is a formal education program
in which a student learns:
• at least in part through online learning, with some element of
student control over time, place, path, and/or pace;
• at least in part in a supervised brick-and-mortar location away
from home;
• and the modalities along each student’s learning path within a
course or subject are connected to provide an integrated
learning experience. Christiansen Institute

16. EDEN SIG on TEL and quality
enhancement
• According to Commonwealth of Learning (COL),
Technology-enabled learning aims to focus on
increasing access to quality teaching and learning
by supporting policy formulation and innovation
in the application of ICT in education, and the
development of ICT skills. TEL includes a wide
range of technologies for teaching and learning:
online access, mobile devices, and low-cost
technologies such as audio and video, radio and
TV etc.

17. Online training is not a simple matter of digitalising existing
material and making it available online, but more
fundamentally responding to the new opportunities and
challenges made possible by digitalisation, and SHIFTING
FROM DIGITAL LEARNING TOWARDS LEARNING IN A
DIGITAL WORLD (EU commissionaire Ferrari , Brussels, June
2019)
ISOPF2019_Kyrenia_CY_Ossiannilsson

18. Personal learning

19. WHATS THE ROLE OF
EDUCATION
• EDUCATION NEEDS TO
AIM TO DO MORE
THAN TO PREAPRE
YOUNG PEOPLE FOR
THE WORLD OF WORK.
• IT NEEDS TO EQUIP
STUDENTS WITH THE
SKILLS THEY NEED TO
BECOME ACTIVE,
RESPONSIBLE AND
ENGAGED CITICENS
Just for me, and just in time learning

20. Key skills for lifelong learning (EU):

21. Personal learning is like shopping at a grocery
store. You need to assemble the ingredients
yourself and create your own meals. It’s harder,
but it’s a lot cheaper, and you can have an
endless variety of meals. Sure, you might not
get the best meals possible, but you control the
experience, and you control the outcome.
Personalized learning is like being served at a
restaurant. Someone else selects the food and
prepares it. There is some customization – you
can tell the waiter how you want your meat
cooked – but essentially everyone at the
restaurant gets the same experience.
ISOPF2019_Kyrenia_CY_Ossiannilsson

23. Engagement

24. Normbased vs
Processbased

25. Quality approaches
Normbased Processbased
Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M. (2015).
Quality models in online and open education around the globe:
State of the art and recommendations. Oslo: ICDE

26. Sustainable Quality
in Education

27. What do we mean by quality
Compliance and consumer
protection
Quality enhancement and
process improvements
Reputation

29. EDEN SIG on TEL and quality enhancement
…aim to
advocate and
work for
renewing the
quality agenda
in education

30. EDEN SIG on TEL and quality
enhancement
The use of TEL can facilitate
and promote educational
access, equity and quality
around the world, which are
the Sustainability Goals
related to education (SDG4).

31. NEW TEACHING AND LEARNING
METHODS ARE NEEDED
NEW PEDAGOGIES
NEW SUBJECTS, DISCIPLINES,
NEW CONTENTS
NEW TOOLS
EC, ANNUSCA FERRARI, 4 JUNE
2019
Photo by salvatore ventura on Unsplash

32. • Multifaceted
• Dynamic
• Mainstreamed
• Representative
• Multifunctional
Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M.
(2015). Quality models in online and open education around the
globe: State of the art and recommendations. Oslo: ICDE.

33. LEARNERS
Flexibility
Interactivity
Accessibility
Personal
Transparency
Participation
Presence
Trust
An overview of quality domains and dimensions in Open Online Flexible, and TEL OOFAT),
and success factors from the learners’ perspectives (Ossiannilsson, 2012, 2015, 2016, 2018; Ossiannilsson et al., 2015).
MACRO, MESO, MICRO AND NANO LEVEL

34. Considerations for quality assurance of e-learning
provision - ENQA

35. 35
• Generic, not specific à provide the framework and
common basis for national and institutional activities.
• Standards and guidelines for QA, not quality as such.
• Apply to all higher education offered in the EHEA
regardless of the mode of study or place of delivery (TNE,
e-learning, short courses…).
• Thus all types of e-learning should be considered, as well
as all phases included in a learning process (e-assessment).
• Apply to all types of QA activities and agencies (quality
audits, programme accreditation, institutional
assessment...).
QA in the European Higher Education Area

36. 36
1
2
3
PART 1. INTERNAL
QUALITY ASSURANCE
PART 2. EXTERNAL
QUALITY ASSURANCE
PART 3. QUALITY
ASSURANCE AGENCIES
All standards are fully
applicable to e-learning
provision
European Standards and Guidelines - ESG (I)
Recommendations to
QAA and HEI

37. 37
Standard 1.1* – Policy for quality assurance
Standard 1.2 – Design and approval of programme
Standard 1.3* – Student-centred learning, teaching and assessment
Standard 1.4* – Student admission, progression, recognition and
certification
Standard 1.5* – Teaching staff
Standard 1.6* – Learning resources and student support
Standard 1.7* – Information management
Standard 1.8 – Public information
Standard 1.9 – On-going monitoring and periodic review of
programmes
Standard 1.10 – Cyclical external quality assurance
Part 1. Internal Quality Assurance

38. 38
1.1
- E-learning strategy is embedded in the overall strategy of
the institution (adapt QA strategies?).
- Policies to grant access & ensure participation of SEND
students.
- Ethical and legal considerations.
- Stakeholders involvement.
Standard 1.1 – Policy for quality assurance
Part 1. Internal Quality Assurance
1.3
- Educational model designed in order to guarantee
students achievement of LO.
- E-assessment (authentication and authorship).
- Formation of online discussion groups (student-student
contact & sharing experiences / teachers – students).
- Learning materials and appropriate updates.
Standard 1.3 – Student-centred learning, teaching and assessment

39. 39
1.5
1.4
- Academic recognition assured.
- Same level of recognition by professional bodies &
employers as on-campus programmes.
- Fraud / Diploma mills.
- Definition of the structure, profile and role of teaching staff.
- Skilled & well supported (training / support services):
pedagogical and technological requirements.
- Coordination of teaching activity is more complex.
Standard 1.4 – Student admission, progression, recognition and certification
Standard 1.5 – Teaching staff
Part 1. Internal Quality Assurance

40. 40
1.6 Learning resources
- VLE
• Interoperable & robust.
• Ensure accessibility of learning materials & e-assessment.
- Library, virtual labs. (if appropriate).
Student support
- Tutoring, pedagogical, technological, administrative-related
needs.
- Student support adapted to e-learning environment.
- Improve student retention rate and success & satisfaction of
students.
Virtual mobility (students and academics)
Standard 1.6 – Learning resources and student support
Part 1. Internal Quality Assurance
1.7
- Data & indicators derived from e-learning.
Standard 1.7 – Information management

41. 41
Standard 2.1 – Consideration of internal quality assurance
Standard 2.2* – Designing methodologies fit for purpose
Standard 2.3* – Implementing processes
Standard 2.4* – Peer-review experts
Standard 2.5 – Criteria for outcomes
Standard 2.6 – Reporting
Standard 2.7 – Complaints and appeals
Part 2. External Quality Assurance

42. 42
2.2
- Particularities of Part 1 (Internal QA).
- Flexible processes to include new modes of teaching and
learning (innovation).
- Specific criteria, indicators, guidelines or frameworks.
Standard 2.2 – Designing methodologies fit for purpose
Part 2. External Quality Assurance
2.3
SAR
- Pedagogical model & VLE explanation.
- Access and navigate the VLE (classrooms, debate forums,
teaching materials, etc.).
Site visit
- Intense examination of technological infrastructure.
- Interview all stakeholders (different teaching staff
profile).
Standard 2.3 – Implementing processes

43. 43
2.4
- Experts with experience in e-learning / blended learning.
- Training.
Standard 2.4 – Peer-review experts
Part 2. External Quality Assurance

44. 44
1. Policies, structures, processes and resources for QA
of e-assessment.
2. Assessment of learning.
3. E-assessment system security, capacity and
authenticity.
4. Infrastructure and resources.
5. Student support.
6. Teaching staff.
7. Learning analytics.
8. Public information.
STANDARDS
TeSLA project. Results

45. Contact North, Canada
• Impact of learning over time – on
careers, on habits of lifelong learning, on
community involvement and benefits.
• Engagement as one of the key drivers
for quality.
• Innovative, flexible, effectively using
technology for learning, teaching,
analytics and assessment or engaging
students with practical applications of the
content.

46. ISOPF2019_Kyrenia_CY_Ossiannilsson

47. ISOPF2019_Kyrenia_CY_Ossiannilsson

48. CARING IS SHARING,
SHARING IS CARING
My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4qulity.se