The Nexus between Stakeholder Engagement and Instructional Quality: The Case of The UWI Open Campus’s Awareness and Professional Development Towards a Quality Support Framework
With changes in the global economic landscape, universities are employing adjunct staff to instruct their online courses in new and expanding programs. Concomitantly, the growth of information and communication technology worldwide has facilitated the creation of classrooms without walls and universities without borders. The challenge for institutions is to create that nexus between programme quality and instructor engagement, especially where the instructors are just adjunct members of the staff. The University of the West Indies (UWI), through its virtual Open Campus (OC), has aligned its strategic objective of excellence to “…provide multiple, flexible paths for all constituencies to pursue tertiary education over their lifetime[i]” with the development of a framework that provides support for adjunct faculty members who are often “new to online”. // This article is predicated on a quality framework established within the UWIOC at the start of the academic year 2012/13. It draws on the processes used with online educators while the university restructured its quality assurance (QA) procedures. I will discuss how a quality framework might affect instructional practices in distance education while broadening the understanding of what it means to facilitate focused student engagement. Data for the study will be generated through multiple methods: ethnographic observations; focus group interviews and document and artefact collection – reports on the use of two monitoring instruments. I will analyse key components of the OC quality structure; quality context issues and their contribution to success; and essential principles for ongoing assessment and planning to maintain the cycle. // The discourse examines the possible effects of the changes, if any, through a practice-oriented perspective on quality amidst changes occurring within the UWI’s virtual campus. it also contemplates on how the process of increased monitoring and accountability works towards quality improvement. Key findings are presented with graphic and narrative arrangements supported by literature in the area of institutional quality.
MetadataShow full item record
Showing items related by title, author, creator and subject.
Gokool-Ramdoo, Sushita; Rumjaun, Anwar B (Commonwealth of Learning (COL), 2017-03)Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the ...
Department Involvement in Instructional Materials Development for ODL Study at the Zimbabwe Open University (ZOU) Tanyanyiwa, Vincent I; Mutambanengwe, Betty (Commonwealth of Learning (COL), 2015)The teaching and designing of modules at Zimbabwe Open University (ZOU) is the principal responsibility of a single body of teaching staff, although some authors and content reviewers could be sourced from elsewhere if ...
Distance Learner's Perspective on User-Friendly Instructional Materials at the University of Zambia Simui, F; Thompson, L C; Mundende, K; Mwewa, G; Kakana, F; Chishiba, A; Namangala, B (Commonwealth of Learning (COL), 2017-03)This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners’ voices into ...
Learners and Tutors Perceptions Regarding the Quality of the Study Materials and Support Services: Formulate a QA Framework for BOU Numan, Sharker M (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)Quality Assurance (QA) is essential for improving organizational efficiency and effectiveness which increasing public accountability. QA criterion must be clear and transparent, it should be achievable and must meet ...
Darojat, Ojat; Nilson, Michelle; Kauffman, David (Commonwealth of Learning (COL), 2015)Open universities have emerged as an innovative pillar in the expansion of access to higher education participation, with single-mode distance education providers broadening access in many countries through economies of ...