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Valida&onofaConceptualQualityFrameworkforOnlineandBlendedLearningwithSuccessFactorsandIndicatorsinAdultEduca&on:aqualita&vestudy
YvesBlieck,IlseOoghe,ChangZhu,KoenDePryck,KatrienStruyven,BramPynoo,HildeVanLaer
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
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