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Quality in Distance Education - Coggle Diagram
Quality in Distance Education
The center as a quality reference
Educational Administration is a process, and as such it follows clearly defined steps or phases: planning, execution, organization, direction, coordination, control and evaluation.
High academic expectations for students
They provide a quality resume
Enjoy an orderly, safe, and disciplined school climate
They use homework to improve learning outcomes and adjust to school content time
They have an outstanding participation of the families
They monitor the progress of the students, appreciating a greater impact in subjects such as mathematics and language
Types and approaches of Educational Quality
Design Quality: desired characteristics, plan and program objectives
It consists of tracing the path and generating the means to be able to "travel" from the point where the need is detected to the desired performance point.
This is achieved through the selection of knowledge, paths, moments and resources that, combined in a stimulating way, facilitate the safest arrival at that performance.
Quality of Availability: the educational product and its response to what is required of it
Get their students to achieve quality educational levels
Efficiency in the use of resources and processes to achieve educational objectives
It must be based on the attention to their educational needs and possibilities and the achievement of the expectations that are raised.
The satisfaction of parents and legal guardians, especially at an early age
Quality of Conformity: the teaching-learning processes: supervision, orientation and compliance with all the objectives indicated in the plans and programs of its highest level of performance
The evaluation of the educational system, the centers and the performance of the students, in accordance with the standards established in the neighboring countries
The structure of the educational system and the configuration and adaptation of the curriculum to the diverse aptitudes, interests and expectations of the students
The determination of the competences and responsibilities of the different sectors of the educational community, the study climate and coexistence in schools
Quality of Service to the User: detect failures in the educational service and its measures to correct it, improve it, perfect it or recycle it for a better use
The essential thing is the satisfaction of the real needs and perceived by the users, and not so much the result or final product
Educational quality is understood as a service provided to those who benefit from it.
Quality Dimensions
Focusing of problematic situations and nuclei for the development of education, as an organizer of educational policies and strategies
The training nuclei, as structural spaces that are intended to contribute to the curriculum the elements and / or components so that their articulation between the programmatic and investigative contents are complemented towards vertical transversality
They review the school and curricular structure, considering the new demands of the development model with a planning vision of continuity and integration of the educational system
New processes of reforms and transformations, with satisfactory levels of quality and equity, and incorporating the satisfaction of new social demands as a priority and guiding criterion for the definition of policies and decision-making.
Availability of minimum resources to obtain teaching with satisfactory achievements to achieve quality and equity
A didactic resource is understood to be the set of material means that intervene and facilitate the teaching-learning process
The training of suitable personnel to carry out educational activities
The professional role that implies the resignification of traditional functions and the emergence of a set of new tasks that the school and society hope to see performed in the exercise of teaching
The establishment of an ongoing teacher education system that includes initial training, professional development, in-service training and opportunities for higher qualifications
Strengthening teacher training institutes
The dynamic articulation and integration between training institutions, schools and academic sectors
Reorganization of the institution through a modernization process
Educational management contributes to change processes, from the understanding of innovation, as a key factor for the development and sustainability of educational projects
Education as a public service and not as a private matter
The State has an important role in the construction of democracy in terms of achieving effective access to education
It is possible to conceive a planning carried out in fact from the State; forecast the demand for qualified human resources for a certain period of time
Alterable and Non-Alterable Explanatory Factors of the Quality of Education
Changeable factors. Concept
Any element that determines a characteristic that can influence one or more variables of the educational organization
Determination of alterable factors
Shared vision, objectives and goals
Concentration on student teaching and learning
Teachers involvement
Clarity of rights and responsibilities of educational agents
Purpose Driven Leadership
Positive climate
Supervision - monitoring the progress of the educational unit
Unchanging factors. Concept
Any element that determines a characteristic that will always be the same and that is not influenced by another characteristic
Determination of unalterable factors
Dimension: school offer
Dimension: environmental conditions
Dimension: teacher
Dimension: student family
Dimension: policies, standards, plans and program
The explanatory factors that can be changed and cannot be changed and their problems that can be investigated and their impact on the results in the measurement of the Educational Center
The list of non-alterable and alterable explanatory factors constitutes problems that can be investigated insofar as their incidence is suspected in the meager results obtained by the measurement of a certain school.
The establishment of corrective or control policies
Since control implies the existence of goals and plans, no manager can control without them
Quality and its Association with other Categories
Quality in expanding coverage
This orientation was a substantive key for the formation of the political and social fabric, for the preparation of human resources for economic growth with technology transfer and for the solution of other problems such as the alleged overcoming of "marginality"
System quality and efficiency
The evolution of education systems points to increasingly efficient and flexible models, but also much more demanding in terms of results
Quality and pedagogical management
Pedagogical analysis of the school system, taking two central categories: teacher / student and educational process
Quality and administrative management
It generates significant pressure on the quality of education as a desired expectation about the knowledge, habits, values and skills of workers at their different levels of specialization
Quality: value judgment on educational reality
Courage compromises a judgment
Better education implies evaluation processes in accordance with education and changes
Quality as a value assigned to a process or educational value
Educational quality is reflected when knowledge is induced through strategies used by the teacher
The observation from the concept of quality to the educational reality: a judgment with which the being of the thing compromises
"The lack of this type of capital (the human mind and spirit), or its abuse, can turn the greatest power into a hollow shell."
Quality as an inherent value to the being of the thing (it is not an entity that adjectives and qualifies the object.)
The observed reality is compared with a desirable term, which must be defined and becomes a norm, standard or quality reasoning
Teaching Quality in Virtual Environments
A new model for evaluating teaching quality in virtual environments
It is desirable that the evaluation include both quantitative aspects (for example, the percentage of passed), and qualitative (for example, the student's opinion about the teacher's knowledge)
The parameterization of quality in virtual training activity
It is clear that any methodology for learning must prove useful and positive, and in this sense there are already many initiatives worldwide that are working to establish standards that allow the quality of projects based on e-learning to be certified.
Teaching action in virtual environments
It is based on support, not on being the main information or knowledge base
Quality criteria in virtual universities
If we take as a reference the universities created specifically to be virtual, the quality parameters should consider the characteristics of this type of universities
Criteria regarding the training offer
This section would take into account the offer of study plans and training activities and their relevance in relation to social and labor market needs.
Criteria regarding organization and technology
It should be considered if the organization and technology are at the service of the students and the achievement of the University's objectives and if there is a stable technological platform that guarantees communication between all members of the university community.
Criteria for materials
Regarding the study materials, the criteria would have to refer to the quality of their contents and the adequacy of their design to a virtual training environment, not face-to-face
Criteria regarding teaching
In this section, the guarantees on the selection and evaluation processes of the teaching staff would be key aspects; the existence of a teaching support system that facilitates flexibility in the study; sustained and planned aid
Criteria regarding the creation of knowledge
The existence of structures that allow research in the university itself and collaboration with other universities, institutions and companies should be taken into account