对在线高等教育的质量保证期望:支持格鲁吉亚大流行后决策的垫脚石

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-10-31 DOI:10.1080/13538322.2022.2123266

Anca Greere, F. Crozier

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引用次数: 0

摘要

本文考虑了大流行后对高等教育机构的影响，并探讨了在需要的情况下继续在线授课所需的步骤。概述了战略考虑并分析了发展优先事项，以确保高等教育机构在大流行后的未来能够符合对在线教育的质量保证期望，特别是在它们刚刚接触在线环境的情况下。对格鲁吉亚高等教育情况的分析显示出高度可转移的结论，因为它确定了应急工作的特殊性，强调了与过渡阶段有关的经验，并建议了支持大流行病后在线教育质量保证的标准和准则。虽然格鲁吉亚的大流行经历与世界其他地区一样具有挑战性，但在COVID-19之前，整个部门在法律上被剥夺了提供在线教育的机会，这一事实使人们进行了有趣的分析，并证实了大流行后的在线高等教育发展既是一种制度决定，也是一种系统飞跃。[源自作者]

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Quality assurance expectations for online higher education: stepping stones to support post-pandemic decisions in Georgia

This article considers post-pandemic implications for higher education institutions and explores the steps required to continue with online delivery, where desirable. Strategic considerations are outlined and priorities for development analysed to ensure higher education institutions can align, in a post-pandemic future, with quality assurance expectations for online education, especially where they are new to the online environment. An analysis of the Georgian higher education context exhibited highly transferable findings as it identified the specificities of the emergency response, highlighted experiences relevant to the transition phase and recommended criteria and guidelines to support the quality assurance of post-pandemic online education. While the Georgian pandemic experience has been as challenging as in other parts of the world, the fact that the whole sector was legally denied the opportunity to offer online education before COVID-19 makes for interesting analysis and confirms that post-pandemic online higher education development is as much an institutional decision as it is a systemic leap. [ FROM AUTHOR]

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.