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the virtual university and the quality assurance process
A Quality Assurance Framework for Recruiting, Training (and Retaining) Virtual Adjunct Faculty
Karin Sixl-DaniellU21Global
+65 6410 1322karin.daniell@.sg
Jeremy B. Williams
U21Global
+65 6410 1324
jeremy.williams@.sg
Amy WongU21Global
+65 6410 1316amy.wong@.sg
Abstract
The paper commences with a brief summary of the literature on the quality assurance process in e-Learning in higher education. This is followed by an overview of the U21Global quality assurance framework. Within this framework there is particular emphasis on the process governing the appointment (and re-appointment) of adjunct faculty; a process that incorporates four discrete steps: (i) recruitment; (ii) training and accreditation; (iii) supervision and mentoring; and (iv) reflection and performance appraisal.? Importantly, the design of the framework ensures that this element of the internal quality assurance process provides, not only an enhanced learning experience for students, but also rich longitudinal data for the purposes of external verification of quality and standards. The paper concludes that while the online environment certainly presents new challenges for tried-and-tested quality assurance processes, it also provides opportunities to usher in new guidelines capable of bringing about a significant improvement in standards.
E-Learning and the quality assurance process
As e-Learning has gained wider acceptance within the higher education sector (Stella Gnanam, 2004), it has become increasingly evident that quality assurance guidelines developed for traditional ‘brick-and-mortar’ academic programs need to be reassessed and adapted if they are to remain relevant in this new, emerging learning environment (Roffe, 2002).?Indeed, quality assurance in higher education is a topic that has received considerable attention of late (O’Neill Palmer, 2004; Steyn Schulze, 2003). In the area of e-Learning in higher education, this discussion has been fuelled, to a certain extent, by the e-Lear
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