Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-10T11:34:08.223Z Has data issue: false hasContentIssue false

Chapter 11 - Quality Assurance and Enhancement

An Application of Digitalised Data

from Part II - Changes in Teaching Formats

Published online by Cambridge University Press:  09 June 2022

By
Julia Chen ,
Linda Lin ,
Dennis Foung  and
Caroline Nixon
Edited by
Andreas Kaplan
Andreas Kaplan
Affiliation:
ESCP Business School Berlin
Get access

Summary

Quality assurance and enhancement exercises are important in higher education. Curriculum assurance and enhancement exercise, relied in the past primarily on raw assessment data and self-reported, which lacked follow-up mechanisms gauging its effectiveness. This paper reports on an impact study of a curriculum review exercise using both digitalised data and self-reported data. Both the original review and its impact study were conducted on an English Programme in a Hong Kong university taken by around 6,000 students each year. Both adopted a learning analytics approach with digitalised behavioural and assessment data. Results of the impact study, which is the focus of this paper, demonstrate the strength of using learning analytics, including its capability of inter-course and intra-course investigations. Learning analytics can also empirically confirm and/or refute concerns reported by teachers and students. The use of digitalised data for learning analytics offers opportunities to implement and follow-up on quality assurance measures.

Keywords

Big Datablended learningcurriculum reviewEnglish for academic purposesimpact studylearning analyticsonline learningtracer study
Type
Chapter
Information
Digital Transformation and Disruption of Higher Education , pp. 130 - 144
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Chen, J. (2018) Comprehensive Review of University English Subjects: Results and Reflections. JACET Journal, 62, 1–14.Google Scholar
Chen, J., and Foung, D. (2020) A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes. In Freiermuth, M. and Zarrinabadi, N., eds., Technology and the Psychology of Second Language Learners and Users. Cham: Palgrave Macmillan, 491–516. Google Scholar
Courtney, M. G. (2018) Pearson Correlation Coefficient. In Frey, B. B., ed., The SAGE Encyclopedia of Educational Research and Measurement, and Evaluation. Thousand Oaks: SAGE P. dx.doi.org/10.4135/9781506326139.Google Scholar
Foung, D., and Chen, J. (2019) A Learning Analytics Approach to the Evaluation of an Online Learning Package in a Hong Kong University. Electronic Journal of e-Learning, 17(1), 11–24.Google Scholar
Frey, B. B., ed. (2018) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks: SAGE. doi.org/10.4135/9781506326139CrossRefGoogle Scholar
Harvey, L. (2008) Using the European Standards and Guidelines: Some Concluding Remarks. In Beso, A., Bollaert, L., Curvale, B., Jensen, H. T., Harvey, L., Helle, E., Maguire, B., Mikkola, A., and Sursock, A., eds., Implementing and Using Quality Assurance: Strategy and Practice. Brussels: European University Association, 80–85. www.eurashe.eu/library/quality-he/EQAF_2007_publication.pdf.Google Scholar
Jingura, R. M., and Kamusoko, R. (2019) A Competency Framework for Internal Quality Assurance in Higher Education. International Journal of Management in Education, 13(2), 119–132.CrossRefGoogle Scholar
Kaplan, A. (2021) Higher Education at the Crossroads of Disruption: The University of the 21st Century, Great Debates in Higher Education. Bingley: Emerald.Google Scholar
Kohoutek, J. (2016) Deconstructing Institutionalisation of the European Standards for Quality Assurance: From Instrument Mixes to Quality Cultures and Implications for International Research. Higher Education Quarterly, 70(3), 301–326.CrossRefGoogle Scholar
Leiber, T., Stensaker, B., and Harvey, L. (2015) Impact Evaluation of Quality Assurance in Higher Education: Methodology and Causal Designs. Quality in Higher Education, 21(3), 288–311.Google Scholar
Martella, R. C., Nelson, J. R., Morgan, R. L., and Marchand-Martella, N. E. (2013) Understanding and Interpreting Educational Research. New York: The Guilford Press.Google Scholar
Martin, F., Polly, D., Jokiaho, A., and May, B. (2017) Global Standards for Enhancing Quality in Online Learning. Quarterly Review of Distance Education, 18(2), 1–102.Google Scholar
Mishra, R. (2019) Usage of Data Analytics and Artificial Intelligence in Ensuring Quality Assurance at Higher Education Institutions. In 2019 Amity International Conference on Artificial Intelligence (AICAI), 1022–1025. https://ieeexplore.ieee.org/abstract/document/8701392.Google Scholar
Newton, J. (2000) Feeding the Beast or Improving Quality?: Academics’ Perceptions of Quality Assurance and Quality Monitoring. Quality in Higher Education, 6(2), 153–163.CrossRefGoogle Scholar
O’Leary, Z. (2010) The Essential Guide to Doing Your Project Research. Thousand Oaks: Sage.Google Scholar
Plonsky, L., and Ghanbar, H. (2018) Multiple Regression in L2 research: A Methodological Synthesis and Guide to Interpreting R2 Values. The Modern Language Journal, 102(4), 713–731.Google Scholar
Siemens, G., and Long, P. (2011) Penetrating the Fog: Analytics in Learning and Education. Educause Review, 46(5), 31–40.Google Scholar
Smidt, H. (2015) European Quality Assurance – A European Higher Education Area Success Story. In Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, J. P., eds., The European Higher Education Area: Between Critical Reflections and Future Policies. Springer Open Access, 625–637. doi.org/10.1007/978-3-319-20877-0_40.Google Scholar
Tavares, O., Sin, C., and Amaral, A. (2016) Internal Quality Assurance Systems in Portugal: What Their Strengths and Weaknesses Reveal. Assessment & Evaluation in Higher Education, 41(7), 1049–1064.Google Scholar
Thomas, D. R. (2006) A General Inductive Approach for Analysing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246. doi.org/10.1177/1098214005283748.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×