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QAOK
Topics
Online and Blended Education
Financing digital infrastructure vital to online education
The institution has a strategic financial management approach to developing digital infrastructure for the online and blended programmes.
Purpose
The purpose of this practice is to ensure that sufficient financial resources are allocated for different stages of the development of online and blended programmes. Sound financial management is vital to the success of such an initiative because of the considerable investment in digital infrastructure including the high cost of hardware and software as well as development of online materials. Effective and efficient management of resources are required to assure the continuous running of the online and blended learning programmes without jeopardising the attainment of other institutional strategic goals. Rigorous financial management helps ensure that the implementation of digital education is financially viable and that the necessary spending has been taken into account in the current and future institutional budget strategies.
OutcomeThe outcome of employing this practice is to effectively manage the allocation of sufficient financial resources to support the provision of online and blended education.
19 Jun 2017
Online and Blended Education / Academic Leadership
Due recognition for online teaching efforts
An institution develops staff’s interest in teaching online and blended programmes by providing incentives, rewards and support.
Purpose
The purpose of the practice is to provide appropriate incentives to staff to ignite their interest in online teaching. Staff play an important role to the success of online delivery. An institution needs to encourage staff to develop pedagogies and strengthen skills in the area of online teaching. To ensure the smooth running of online programmes, scheduled or just-in-time support to help their staff find solutions for the problems they encounter is important. Recognition of and rewards to staff to encourage them to pay extra effort, in addition to their normal teaching duties, in integrating new technologies in programme delivery through the online environment is another important priority.
Outcome
The outcome of employing the practice is boosting staff’s enthusiasm in developing new pedagogies and integrating new technologies that make the most out of the online environment.
07 Apr 2017
Online and Blended Education / Institutional Governance And Management
Advancing towards the success of online education
An institution formulates a comprehensive strategy for the development of online education, including setting strategic goals, preparing and promulgating a roadmap for implementation and the designation of senior personnel and committees with responsibility for online education.
Purpose
The purpose of this practice is to guide an institution in the development of online education. The quality of the provision of online education largely depends on the directions, resources allocated and implementation of this initiative. Incorporating online education as a strategic goal of an institution warrants considerable efforts and resources required for its success. Formulation of a roadmap provides guidance to devise supportive institutional policies, to allocate required project manpower and financial resources, to develop infrastructure, to measure the accomplishment of milestones, as well as review and refine the actions taken. To steer and oversee the development and implementation of online education, it is useful to designate a committee and senior personnel to assume overall responsibility to realise the strategic goal.
OutcomeThe outcome of this practice is a comprehensive strategy for realising the goal of providing quality online education.
28 Feb 2017
Student Assessment
Applying multiple methods for evaluating GE courses
An institution employs multiple methods to evaluate teaching and learning outcomes of GE courses.
Purpose
The purpose of this practice is to provide a comprehensive review and analysis of the GE programme so as to help improve its design and students’ learning outcomes. The evaluation methods include conducting (1) internal course reviews to assess if the implementation of the approved courses have aligned with the stipulated GE objectives and expectations; (2) entry-exit surveys to evaluate the students experience of the teaching and learning components of the GE courses they studied, and their self-perceived performance over time; (3) focus group interviews to gain a better understanding of how the students reflect on their learning experience in the GE courses; and (4) narrative qualitative assessment of the students’ term papers to assess their critical thi
nking after taking the GE courses.
Outcome
By applying the prescribed quantitative and qualitative methods to analyse the GE courses, a fuller picture of student learning performance can be obtained which helps identify the areas for improvement of the delivery of GE courses.
24 Jun 2019
Student Assessment
Use a multi-method approach for evaluating the programme outcomes
A multiple-method evaluation mechanism is built-in to the service learning programme to assess student learning outcomes and the effectiveness and satisfactory operation of the programme.
Purpose
The purpose of this practice is to help the service-learning programme team to assess student learning outcomes in a comprehensive way as a means for ensuring the quality of the programme. An institution adopts a multi-method approach for collecting information and feedback from different stakeholders in order to evaluate student performance and learning outcomes.
The methods include asking students to complete pre and post-programme questionnaires, which measure their perceptions of changes in their knowledge, skills and attitudes across various domains. Students can also be invited to join focus group discussions, and reflective and consultation meetings, to provide deeper insights into their learning experiences. Through summative questionnaires and evaluation meetings, feedback can be collected from course instructors, agency supervisors and programme coordinators, to identify the problems that they have encountered during the programme implementation, and their suggestions for programme improvement.
Outcome
The outcome of employing this practice is a more comprehensive and reliable body of evidence about student learning processes and outcomes. This approach makes better-informed decisions about refinements to the programme curriculum, design, and implementation. Drawing on inputs from all key stakeholders, a comprehensive set of outcome measures and process indicators is obtained. This approach can also be applied as an evaluation tool for other learning programmes.
19 Oct 2018
Student Assessment
Blended academic and non-academic services to support specific learning needs of students
Blending of academic and non-academic services is a powerful means to provide specialist support required by students with learning disabilities.
Purpose
To support students with learning disabilities, many teaching and assessment practices in higher education can be adapted. Collaboration between specialist student support services (e.g. disability services, student wellbeing) and teaching staff will provide opportunities to adapt practice in simple ways. For example, providing lecture notes in advance or recording seminars for students to study and review can make a major difference to students with learning disabilities.
Outcome
Collaboration between teaching staff and specialist support services can inform improved teaching and assessment practice and create a more inclusive learning environment for students.
19 Sep 2017