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Valida&onofaConceptualQualityFrameworkforOnlineandBlendedLearningwithSuccessFactorsandIndicatorsinAdultEduca&on:aqualita&vestudy

YvesBlieck,IlseOoghe,ChangZhu,KoenDePryck,KatrienStruyven,BramPynoo,HildeVanLaer

VirtualpresentaConyves.blieck@vub.be

Outline

•  IntroducCon•  Literature•  Methods•  Results•  Discussion•  LimitaConsandfurtherresearch•  References

Introduc&on

Onlineandblendedlearning(OBL)ineduca&on:

Benefits

•  Enhanceaccessibilityandflexibility(Graham&Robison,2007;Shea,2007)

•  ReducethecostsofinstrucCon(Shea,2007)•  Transforminstruc&onandteaching(Garrison&Kanuka,2004;Graham&Robison,

2007).

!Tailortheeduca&onalprovisiontotheneedsof(adult)students!

Introduc&onOnlineandblendedlearning(OBL)ineduca&on:Challenges•  Qualityassuranceandimprovement(QA&I)

–  Involvementofmanyinadialogue,includingstudents(Deepwell,2007;Jara&Mellar,2009).

–  NoteasytoconsultstudentsineducaCon,andevenmoreinOBL(Bloxham,2010;Jara&Mellar,2009).

•  QualityframeworksforOBL-educaCon-  AlotinhighereducaCon(HE)(Ossiannilsson,Williams,Camilleri&Brown,2015).

-  Similar‘cons%tuents’(Frydenberg,2002;Jung,2011;Phipps&MerisoCs,2000).

-  Providersperspec&ve(Frydenberg,2002;Jung,2011)

LiteratureWhyareexis&ngqualityframeworks(forOBL)limi&ng?•  Structure

–  Covermanagementprocesses,butmissthefocusonthestudentlearningexperience(Srikanthan&Dalrymple,2002;DumontandSangra2006).

•  Use–  Bureaucracy(Srikanthan&Dalrymple,2002)

–  Dialogue:educaConalqualityistheresultofanegoCaConprocessbetweenallparCcipaCngparCesineducaCon(Ehlers,2009a,2009b)thestudentperspecCveisimportant

–  StudentperspecCveofqualitydoesnotnecessarilycoincidewithotherstakeholders’views(Ehlers,2004;Ehlers&Pawlowski,2006;Jung2011).

–  ThepercepConofqualitycandifferbetweenstudents(Ehlers,2004).–  Mainstream,contextualizetradiConalqualityframes(SwedishNaConalAgencyforHigherEducaCon

-NAHE,2008;Ossiannilsson,Williams,Camilleri,&Brown,2015).

•  Valida&on–  ValidaConprocessesofqualityframeworkstakeplaceagainstcontextswhichhaveanimpact

ontheresult(Inglis,2008).–  HEcentralfocusofresearchinqualitymanagementsystems(Contreras,Torres,Palominos,&Lippi,2015)

LiteratureKnowledgeofwhatdefinesqualityofOBLfromthestudentperspec&veisthereforebeneficial

butwaslackingun&lrecently

•  Relevance?–  Focusonpedagogy(Srikanthan&Dalrymple,2002)

–  Supportqualitydialogue(Ehlers,2009a,2009b)– Mainstream/integrate/contextualizetradiConalqualityframes(SwedishNaConalAgencyforHigherEducaCon-NAHE,2008;Ossiannilsson,Williams,Camilleri,&Brown,2015).

LiteratureCons&tuentsofquality(OBL)

Providersperspec&ve•  3qualityareas:

1.  Management2.  Services3.  Products

•  6qualitydimensions:–  Strategicplanninganddevelopment

–  TeacherandStaffsupport–  Studentsupport

–  Curriculum–  Coursedesign–  Coursedelivery

Studentperspec&veSuccessfactors1.  Flexibility2.  Accessibility3.  Transparency4.  InteracCvity

5.  PersonalisaCon,6.  ProducCvity,7.  ParCcipaCon(McLoughlin&Lee,2008).

(Ossiannilsson&Landgren,2012)(Phipps&MerisoCs,2000;Frydenberg,2002;Jung,2011;Ossiannilsson&Landgren,2012)

Success

‘tobesuccessfuline-learningfromanacademicandeduca%onalpointofviewbutalsowithregardtotheirpersonalandsociallife’

(Ossiannilsson&Landgren,2012)

Self-assessmenttoole-xcellence(Kearetal.,2016;Ubachsetal.,2007;Williams,Kear&Rosewell,2012),(EADTU),butis

presentedfromthetradiConalinsCtuConalperspecCve.

Success

‘tobesuccessfuline-learningfromanacademicandeduca%onalpointofviewbutalsowithregard

totheirpersonalandsociallife’

(Ossiannilsson&Landgren,2012)

…ofadultstudents

Self-assessmenttoole-xcellence(Kearetal.,2016;Ubachsetal.,2007;Williams,Kear&Rosewell,2012),(EADTU),butispresentedfromthetradiConalinsCtuConalperspecCve.

LiteratureEmpiricalstudiesonqualitydimensionsfromthe(adult)student

perspecCveinHigherEducaCon

LiteratureStudiesonexisCngqualitymodels,theirqualityaspectsandqualityindicatorsthatdefinequalityofOBLforadultstudents

inthecontextofHE.

Jung(2011)* ?

Valida&oninAdultEduca&on?Researchques&ons:1.  WhichsuccessfactorsareessenCalforthesuccessofOBL

inadulteducaConasperceivedbyadulteducaConstakeholders?

2.  WhichqualityareasanddimensionsareessenCalforthesuccessofOBLinadulteducaConasperceivedbyadulteducaConstakeholders?

3.  WhichqualityframeworkcanbevalidatedforOBLinAEandwhichindicatorsforqualitycanbeidenCfied?

Methods

Inglis(2008)•  TorelyonliteratureforvalidaConmay

beinsufficientespeciallyinnewcontexts

•  Stakeholderscanbeassembledtoelicittheirexpertknowledge,whichistacitaswellasexplicit

•  Thema&canalysis–  DeducCvematrixanalysiswiththe

principlesofgroundedtheory(Corbin&Strauss,1990).

–  GroundedtheoryisamethodwhichisbasedoninducCveanalysisfromthedatafocusedoncreaCngconceptualframeworks(Charmaz,2006).

Exploratory(Focusgroup)interviews(N=12)

Semistructured–  CurrentapproachesforQA&I

ofOBL5centersforAdultEducaConinFlanders(Belgium)

–  PDCA-cycle(Deming,1955)

ProfessionalsexperiencedinOBL:

–  InsCtuConallevel(n=17)–  Programmelevel(n=20)

Experienceofrespondents

Analysis1.   Firstphase:

–  Freecoding(opencoding)partsinwhichrespondentsexpressedanythingthatfromtheirperspecCvewasimportantforeitherOBLorQA&I.

–  ExplicitlymenConedsuccessfactorscodedaccordingtopre-definedcodes(Ossiannilsson&Landgren,2012),butnotlimitedtothese.

2.   Secondphase:–  OpencodeswerethemaCcallyclustered(qualityareasanddimensions)

(Ossiannilsson&Landgren,2012)

–  AxialandselecCvecodingtoestablishrelaConshipsbetweenthemandqualityareasanddimensions.

ThemaCcallyclusteredcodeswerere-codedintermsofthesuccessfactors.

3.   Finalphase–  remainingcodeswerere-examinedandcodedintermsofsuccessfactors.

Results:RQ1–WhichsuccessfactorsareessenCalforthesuccessof

OBLinadulteducaConasperceivedbyadulteducaConstakeholders?

*

*InteracCvitywithcontentandteachers

Results:RQ2–WhichqualityareasanddimensionsareessenCalforthesuccessofOBLinadulteducaConasperceivedbyadult

educaConstakeholders?

Design•  Programme•  Course•  LearningacCvity

ResultsExternalQA

–  RespondentscomplainaboutexternalQAandverificaCon:‘…nowwearefundedbasedona;endance.Fordistanceeduca%onthisisbasedonpar%cipa%onwhichisopera%onalisedashowlongsomeoneisloggedintothesystem,whatthey(students)haveactuallydoneisnottakenintoconsidera%on,thistellsnothing’.

InternalQA

–  PartofmanagementEvolu&on

–  respondentsstatethatthewayOBLisdesignedandtheamountofOBLintheprovisionevolvedoverCme:

‘Indeed,Ithinkthatourdistanceeduca%onandthewayweuseittoworkhasevolvedtremendously’,‘Andthatreallyisalsoachoicethatwemadeasanins%tu%on.Andwereallywanttogoforit.Inthepastitwasblendedlearning.ButnowiswhatwecallopenCVO,inwhichalmosttheen%recourseisgivenindistanceeduca%on’.

Results:RQ2–WhichqualityareasanddimensionsareessenCalforthesuccessofOBLinadulteducaConasperceivedbyadult

educaConstakeholders?

Design•  Programme•  Course•  LearningacCvity

Results1.   Flexibility:relatedtoprogrammeandlearningacCvity2.   Accessibility:relatedtodeliveryandstudentsupport3.   Transparency:relatedtoallqualitydimensions4.   Personalisa&on:relatedtoallqualitydimensions5.   Interac&vityand6.   Par&cipa&on(codeswerescarce).

–  WhatismenConedinParCcipaConissimilarbutnotequaltocodesrelatedto‘interacCvity’.–  ItseemsthatparCcipaConcanbeseenasacentralsuccessfactor.–  Itcanbearguedthatdecisionstakenattheleveloftheothersuccessfactorshaveconsequencesonthewaystudents

parCcipateintheeducaConalprovision:‘...thewayoflooking100%,becauseul%matelyyoulookatsome:istherepar%cipa%on,istherematerialavailableandisitbeingworkedwith,istherefeedbacktothestudents?’

7.   Integra&on-researchersagreedthatthisisnotspecificforOBL.–  itappearsrelatedtodifferentthingsi.e.Design(programme,course)andassessment.–  IntegraConalsoreferstohowface-to-faceandonlineeducaConisstructurallyalignedtooneanotherandto‘assessment’i.e.

validity.–  coveredbyothersuccessfactors,respecCvely‘producCvity’and‘flexibility’

8.   Credibility

–  relatedtomanagementandteacherandstaffsupport

Results:RQ3–WhichqualityframeworkcanbevalidatedforOBLin

AEandwhichindicatorsforqualitycanbeidenCfied?

Providersperspec&ve•  3qualityareas:

1.  Management2.  Services3.  Products

•  6qualitydimensions:–  Management

–  TeacherandStaffsupport–  Studentsupport

–  Curriculumdesign–  Coursedesign–  LearningacCvitydesign(Jung,2011)–  Coursedelivery

Studentperspec&veSuccessfactors1.  Credibility(Jung,2011)

2.  Flexibility3.  Accessibility4.  Transparency5.  InteracCvity6.  PersonalisaCon7.  ProducCvity

8.  (AcCve)studentparCcipaCon(Ossiannilsson&Landgren,2012)

Results:RQ3–WhichqualityframeworkcanbevalidatedforOBLin

AEandwhichindicatorsforqualitycanbeidenCfied?

Tenta&vedefini&ons andindicators

Discussion

•  AllsuccessfactorsforqualityinOBLarepresentinAE.

•  ThesuccessfactorsandindicatorsareconnectedtoqualitydimensionspresentinexisCngqualityframes.

Discussion

•  FlexibilityandaccessibilityimportanttoincreaseaccessandfacilitateparCcipaCon.(Harroff,2002;Jung,2011;Korresetal.,2009;MacDonald&Thompson,2005;Volungevicieneetal.,2014).

•  TransparencyisimportanttoinformstudentsabouttheposssibiliCesandthemodaliCesofOBL.(Harroff,2002;Jung,2011)

≅Enablingblend(Bonk&Graham,2012;Graham,2005;Graham&Robison,2007)

Discussion

•  Par&cipa&on,personalisa&onandproduc&vitylessprominentintheinterviews(pedagogy).–  ‘personalisaCon’isemphasizedinliterature(Dzakiria,

2012;Harroff,2002;Jung,2011;MacDonald&Thompson,2005;Stodeletal.,2006;Zhang&Cheng,2012)

–  ‘producCvity’toalesserextent(Jung,2011;Stodeletal.,2006;Volungevicieneetal.,2014).

≅Transformingblend(Bonk&Graham,2012;Graham,2005;Graham&Robison,2007)

Discussion

•  ‘interac&vity’ofstudentswithcontentandteachers.– Literaturecontent,facultyandpeers(Dzakiria,2012;Harroff,

2002;Jung,2011;MacDonald&Thompson,2005;Stodeletal.,2006;Volungevicieneetal.,2014;Zhang&Cheng,2012).

– Although‘parCcipaCon’and‘interacCvity’areseenasdisCnctsuccessfactors(McLoughlin&Lee,2008;Ossiannilsson&

Landgren,2012),analysisofinterviewsindicatesthattheyaresimilar.

Discussion

•  ‘evolu&on’–  IniCalfocuson‘enabling’successfactors.– Suggeststhatpedagogicalsuccessfactors:personalizaCon,interacCvityandproducCvitybecamemoreimportant

– OverCmedesignofOBLevolvestowardsinviCngstudentstotakeownershipi.e.ac&velypar&cipateinthelearningprocess(OssiannilssonandLandgrens,2012).

Discussion•  Credibility

–  focusesonmanagementprinciplesofintegraConofthevisionofOBLintotheorganizaConandalsoaboutprovidingclearrolesforeducators,staffsupportandinternalQAprocesses.

–  ‘management’,‘internalQA’and‘externalQA’correspondswithwhatJung(2011)reportsas‘credibility’.

–  WhatismenConedisinlinewithwhatisreportedinliterature(Harroff,2002;Korresetal.,2009;MacDonald&Thompson,2005;Stodeletal.,2006;Volungevicieneetal.,2014;Zhang&Cheng,2012).

•  ExternalQA–  AlignmentofmacrowithmesolevelneededforInsCtuConalalignment(Moskal,Dziuban,&

Hartman,2013)

Limita&onsProspectsforfutureresearch

•  Successfactorsaremen&onedunevenlyovertheinterviews–  Semi-structuredinterviewguidelinewasusedtogiverespondentsthe

opportunitytospeakfreely–  DatasaturaCon–  evoluConisoccurringinthefield

•  Notallstakeholderswereconsulted–  Students–  Macrolevel

•  Furtherresearch–  ConsultallstakeholdersinDelphistudy(Blieck,Ooghe,Zhu,DePryck,Struyven,Pynoo,VanLaer,submieed)

–  InvesCgatetheimportanceofthesuccessfactorsforacCveparCcipaCon(ongoing)–  ImplementaConinthefield(ongoing)

Relevanceforprac&ce

HowtousetheframeworkPlan:•  SF–UnderpinadopCon•  QD–mainstream/integrate/

contextualizequalityin(tradiConal)InsCtuConalqualityframework

Do:•  DevelopandmonitorimplementaConCheck:•  SF–Currentstateanalysisarer

implementaConReflect:•  Successfactors(SF)vs.quality

dimensions(QD)Act:•  Implementimprovementmeasures

forCQI(Sonpal-Valias,2009)ofOBL?

Plan

Do

CheckReflect

Act

Feedback/Ques&ons

Noworlater…

Yves.blieck@vub.be

www.iwt-alo.be

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