QUALITY IMPROVEMENT IN VIRTUAL HIGHER EDUCATION: A GROUNDED THEORY APPROACH
Abstract
The article aims to explore the attributes of quality and quality improvement including the process and specific actions associated with these attributes – that contribute enhancing quality in Iranian Virtual Higher Education (VHE) institutions. A total of 16 interviews were conducted with experts and key actors in Iranian virtual higher education. A constant comparative analysis was adopted to construct a grounded theory model. Drawing on the experiences and perspectives of key actors and experts closely associated with quality in e-learning, a paradigm model for quality improvement in virtual higher education institutions was developed. The model articulates causal conditions, action/interaction strategies, consequences, contextual factors and intervening environments. Interestingly, quality of learning, i.e. deep learning was the core phenomenon in quality of virtual higher education institutions.
Keywords
Quality improvement,e-learning,learning quality,grounded theory and virtual higher education
References
- Abdous, M. (2009). E-learning quality assurance: A process-oriented lifecycle model. Quality Assurance in Education. 17 (3), 281-295.