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Quality in higher education: A literature review; Scoping report for the Dutch Education Council

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... The development of the deep learning approach coincides with the latest trends in the modernization of education, especially emphasizing the students' learning on the individual level using the personal experience and active involvement. Several studies underline that it is necessary to orient towards deep learning that is connected with the development of students' critical thinking skills and comprehensive understanding of ideas, not on the surface learning with uncritical and unreflective approach to the information that has to be acquired concentrating primarily on rote memorization [17]. ...
... It means that in higher education we should think about laboratory work as structuring student learning for assisting students in reaching the desired levels of skills at the higher levels of Bloom's taxonomy [23]. Student motivation, study methods and the teaching strategy influence student's selection of approaches to learning [17]. If laboratory work is made more with orientation to inquiry-based learning, it can be more effective than other, more expository instructional approaches [24]. ...
... In the education sector, especially in higher education, stakeholders, educational institutions, and students hold different conceptions of "quality": as posited, "quality is in the eye of the beholder" [40,41]. This presents challenges for the development of standardized assessment methodologies that meet the criteria for public accountability, academic credibility, practical feasibility, and audit of "quality" [40]. ...
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Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.
... ISSN 2224-6061 (Paper) ISSN 2225-059X (Online) Vol.69, 2018 40 criteria 6, 11, 12, 13, 14, 15, 16, 17 and 18 by 23%, 32%, 22%, 19%, 16%, 23%, 22%, 30% and 39% of the students respectively. It is indicated that there is a lack in the evaluation tools and methods in criteria 3,6,11,12,13,14,15,16,17 and 18 by 23%, 32%, 22%, 19%, 16%, 23%, 22%, 30%, 32% and 39% of the students respectively. ...
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Developing the educational curriculum is an important process to improve the quality of education in architecture. This paper analyzed and assessed the current situation in the Architecture department at Al-Nahrain University to determine the future plans for curriculum development. It relied on a questionnaire methodology conducted by the department's students. The questionnaire is an assessment form of ABET (Accreditation Board for Engineering and Technology) criteria to evaluate the curriculum by the students. The results showed that the lacks in the current curriculum could be seen at its philosophical base, formulating, classification and achieving the objectives, the educational context, the insufficient educational exercises and activities and the lack in the evaluation tools and methods. The research concluded that the future developing plan should concentrate on the educational context, exercises and the evaluation tools.
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COVID-19 has spawned a critical shift in the landscape of higher education (HE) worldwide, entailing transformations of practices across the field, in which quality assurance (QA) for HE has also evolved to both reflect and stay adaptive to the ‘new normal’ formed during and beyond the pandemic. Against the COVID-19 context, this paper retells some of the existing debates for Vietnamese QA and accreditation activities, as well as identifies emerging challenges in QA practices in the post-pandemic era. Theoretically, the paper contributes a conceptual tool to examine the QA of the Vietnamese HE system, embracing three dimensions of teaching and learning, inputs and outputs. This further underpins our inquiry for QA practices in the Vietnamese HE context which has been scaffolded and developed accordingly. Drawn from a critical review and analysis of emerging policies and existing literature, practical implications and projections for the directions of Vietnamese QA in the future will be provided. This paper presents a timely insight for the process of policy-making and the implementation process of QA in Vietnamese HE during a time of uncertainties and looks towards building resilience to future crises.
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