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What version or edition is this?
This is the 1st edition with a publication date of 11/15/2011.
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- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
Drawing on the knowledge and experience of leading managers, practitioners and researchers, research and case studies, this book provides a unique and comprehensive analysis of Quality Assurance (QA) concepts, approaches, models, issues, practices and research in ODL and ICT worldwide. The book is global in scope and covers both the developed and developing world. It considers the theory, research and practice of policy-making and implementation in QA and accreditation, and also the institutional and cultural acceptability of QA as well as the areas regarded as problematic. With the growth of cross-border education, institutions must provide evidence of the quality of their courses, teaching, learning and management systems for national and international accreditation. This exposes them to rigorous external review and requires their conformity with national and international regulatory environments and benchmarks. It also increases their awareness of, and responsiveness to, national and global quality standards. This edited collection provides policy-makers, ODL researchers, and Higher Education administrators with an invaluable resource on QA and accreditation models and policies from around the World.
Insung Jung is Professor of Education, Media and Society at the International Christian University in Tokyo. Colin Latchem is an Australian researcher, writer and consultant in open and distance learning.
Table of Contents
|List of Tables and Figures||p. xi|
|Quality Assurance and Accreditation in Higher Education||p. 1|
|Quality Assurance and Accreditation in Open and Distance Learning||p. 13|
|International and Regional Quality Assurance and Accreditation||p. 23|
|Quality Assurance in Asian Open and Distance Learning||p. 34|
|Quality Assurance for Distance Education in Sub-Saharan Africa||p. 48|
|Quality Assurance and Accreditation in the United States and Canada||p. 58|
|Qality Assurance and Accreditation for Distance Education ' in the United Kingdom||p. 69|
|Quality Assurance Policies and Guidelines in European Distance and e-Learning||p. 79|
|Quality Assurance Policies and Guidelines for Distance Education in Australia and New Zealand||p. 91|
|Quality Assurance in Open Universities||p. 102|
|Quality Assurance in a Mega-University: Universitas Terbuka||p. 113|
|Quality Assurance in a Consortium: Open Universities Australia||p. 124|
|Quality Assurance in Regional Dual-Mode Universities: The University of the South Pacific and The University of the West Indies||p. 136|
|Conducting an External Institutional Quality Review:The Palestinian Al-Quds Open University||p. 151|
|Lowering the Cost and Increasing the Effectiveness of Quality Assurance: COL RIM||p. 162|
|Quality Assurance in Open Schooling: National Institute of Open Schooling, India, and Open Junior SecondarySchool, Indonesia||p. 173|
|Assuring Quality in School Digital Ecosystems||p. 184|
|So Few Lessons Learned? Quality Assurance in the Global Telecentre Movement||p. 196|
|Quality Assurance in e-Learning for European Small-to-Medium Enterprises||p. 208|
|Quality Assurance for e-Learning in the South Korean Corporate Sector||p. 219|
|Competencies and Quality Assurance in Distance and e-Learning||p. 231|
|Learners' Perceptions and Opinions of Quality Assurance||p. 244|
|Concluding Remarks: Quality Matters||p. 255|
|List of Contributors||p. 270|
|Table of Contents provided by Ingram. All Rights Reserved.|