State of the art approaches to the quality of distance education
DOI:
https://doi.org/10.55056/etq.766Keywords:
quality frameworks, distance education, e-learning, quality assurance, educational assessment, COVID-19 pandemic, higher educationAbstract
This article examines contemporary approaches to quality assurance in distance education from a comprehensive perspective. To address this multifaceted topic, we analyze general frameworks for educational quality, European quality assurance standards, and specific frameworks for distance learning quality, with particular attention to the five pillars of quality established by the Online Learning Consortium. Through a systematic literature review, we identify emerging models and frameworks developed since 2020 in response to the global shift to distance education during the COVID-19 pandemic. The analysis reveals significant evolution in quality frameworks, moving beyond student satisfaction to incorporate multiple stakeholder perspectives, data-driven assessment methods, competency-based approaches, and institutional resilience factors. We also examine methodological approaches to quality assessment, post-pandemic shifts in quality frameworks, and practical implementation strategies for educational institutions. The findings demonstrate that quality assurance in distance education requires a multidimensional approach that balances technological infrastructure, pedagogical effectiveness, and stakeholder satisfaction while addressing contextual factors. We conclude that as distance education becomes increasingly embedded in mainstream educational practices, quality frameworks continue to evolve toward more comprehensive, flexible, and contextually responsive models that incorporate lessons learned during the pandemic era.
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