Control Systems in Distance Education

Question 1

QA organisational structures in the mega universities can be categorised into three types: (Jung 2005)

Answer 1

1. a centralised QA structure,
2. a collective QA structure, and
3. a dispersed QA structure.

Question 2

The popular methods of QA include (jung 2005)

Answer 2

○ providing a wide range of opportunities for training workshops,
○ conducting evaluation research,
○ introducing internal review processes, and
○ inviting external audits and assessments.

Question 3

Key QA areas (Jung 2005)

Answer 3

Programme/ Course Design and Development, Learner Supports, and Assessment.

Question 4

QA criteria for developing DE materials in self-instruction mode (Jung 2005)

Answer 4

§ self explanatory,
§ self contained,
§ self directed,
§ self-motivating,
§ self-evaluating, and
§ self-learning.

Question 5

QA criteria during the delivery of DE programmes (Jung 2005)

Answer 5

1. timely dispatch of course materials,
2. training of tutors and counselors in providing support to students,
3. timely delivery of multimedia packages to study centres,
4. regular tutorials and counseling sessions,
5. timely feedback on assignments,
6. timely response to student queries,
7. feedback to students on their performance and progress and
8. facilitation of peer group interaction.

Question 6

QA for e-learning (jung 2005)

Answer 6

1. First, before developing any e-learning course, a review team, consisting of content experts and design experts, will evaluate the appropriateness of e-learning development and objectives, accuracy of the contents, and structure of the contents.
2. Second, the review team, once a certain course is accepted as an e-learning course, will assess its pedagogical strategies, multimedia components, user interface and course management functions.
3. Third, two formal evaluation sessions will be administered during the development process.

Question 7

an institutional culture that promotes the introduction of an internal QA system, values the capacity building for implementing QA arrangements, stresses the link between the internal QA system and accountability to the public at the national and international levels, and focuses on learning rather than teaching (jung 2005)

Answer 7

quality culture

Question 8

tools to evaluate performance trends in the institution/programme/course and to initiate continuous improvement (Clarke-Okah et al., 2009)

Answer 8

Performance Indicators

Question 9

In developing the PIs, care was taken to ensure that they would: (Clarke-Okah et al., 2009)

Answer 9

1. provide comprehensive coverage of the most relevant domains of quality in ODL institutions;
2. capture important aspects of performance;
3. impact on overall institutional/programme quality improvement;
4. reflect institutional realities;
5. focus on the impact of institutional processes on learners;
6. reflect key policy concerns;
7. make sense logically and in practice;
8. capture meaningful aspects of quality provisions;
9. be realistic and implementable.

Question 10

The PIs are designed to enable institutions to: (Clarke-Okah et al., 2009)

Answer 10

○ conduct a summative self-evaluation of the performance of their processes in order to make necessary adjustments and changes for quality improvement;
○ monitor the processes for continuous learning and ongoing improvement.

Question 11

Requirements for successful implementation of self assessment using PIs (Clarke-Okah et al., 2009)

Answer 11

○ commitment from the top that weaknesses identified will be addressed;
○ an effective data collection and analysis capability both to conduct the initial assessment and to undertake continuous monitoring of the aspects and processes identified for improvement.