Determining a framework for institutional support of instructors engaged in distance education programmes using the multiple-criteria decision-making method

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-19 DOI:10.1007/s11159-023-10045-7

Betül Tonbuloğlu

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引用次数: 0

Abstract

Distance education (DE) has a unique potential to ensure continuity of education in extraordinary circumstances such as pandemics and earthquakes, in addition to its advantages such as flexibility in terms of time and space and self-paced learning options. Institutional support provided for instructors engaged in DE programmes is one of the factors which directly affect the efficiency of DE and the quality of the education provided. This study aimed to determine the criteria of institutional support offered to DE instructors through document analysis, and to reveal the importance weights of those criteria by using the method of multi-criteria decision-making (MCDM). The author examined the standards published by a number of accreditation institutions and international educational organisations for DE, and determined the importance weights of those criteria by applying an analytic hierarchy process (AHP). She determined seven support criteria, namely (in order of importance): (1) technical training and orientation; (2) teaching material and resource support; (3) technical support; (4) professional development support; (5) support during the course; (6) evaluation and report submission support; and (7) career development, incentives and financial support. In presenting her study, the author provides an effective evaluation framework for DE support systems which includes a comprehensive set of indicators based on a literature review and feedback from experts.

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利用多重标准决策法确定为从事远程教育课程的教师提供机构支持的框架

远程教育（DE）除了具有在时间和空间上的灵活性以及自定进度的学习选择等优势外，还具有在诸如大流行病和地震等特殊情况下确保教育连续性的独特潜力。为参与 "走班制 "课程的教师提供机构支持是直接影响 "走班制 "效率和教育质量的因素之一。本研究旨在通过文献分析，确定为 DE 教师提供机构支持的标准，并利用多标准决策（MCDM）方法，揭示这些标准的重要权重。作者研究了一些认证机构和国际教育组织发布的关于 DE 的标准，并通过应用层次分析法（AHP）确定了这些标准的重要性权重。她确定了七项支持标准，即（按重要程度排序）(1) 技术培训和指导；(2) 教材和资源支持；(3) 技术支持；(4) 专业发展支持；(5) 课程期间的支持；(6) 评估和报告提交支持；(7) 职业发展、奖励和财政支持。在介绍她的研究时，作者为教学支持系统提供了一个有效的评估框架，其中包括一套基于文献综述和专家反馈的综合指标。

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来源期刊

INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.60

自引率

6.20%

发文量

期刊介绍： The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.