Accreditation in Distance Teaching Institutions in the European Higher Education Area

Year 2025, Volume: 15 Issue: 2, 353 - 365, 07.08.2025

Eylem Koral Gümüşoğlu , Elif Toprak , Asuman Nurhan Şakar

https://doi.org/10.53478/yuksekogretim.1307066

Abstract

The Bologna process, aimed at establishing a unified European Higher Education Area (EHEA), has prioritized the adoption of quality assurance mechanisms and standardization in higher education institutions. The European Standards and Guidelines (ESG), which consist of shared quality requirements, have been developed for implementation in higher education institutions within the European Higher Education Area (EHEA). The compatibility between these criteria, which were formulated based on the dynamics of traditional face-to-face higher education institutions, and the distinct characteristics of open and distance education institutions, which are rapidly growing in response to the demands of the modern era, is still a subject of ongoing discussion. This study examines the Bologna process, ESG, accreditation, and explores the relation between these factors and quality assurance procedures in open and distance education institutions. Furthermore, the paper examines the quality procedures of open and distance education institutions, as well as the challenges experienced in them. This study explains the quality criteria developed for implementation in open and distance education, as well as the pioneer models discussed in the literature on this subject. It also examines the significance of incorporating distinctive standards of quality for open and distance education into the evaluation procedures and discusses the level of improvement achieved in this aspect.

Keywords

Bologna Process, European Standards and Guidelines, Quality Assurance Systems, Accreditation, Open and Distance Teaching

Avrupa Yükseköğretim Alanında Açık ve Uzaktan Öğretim Yapan Kurumlarda Akreditasyon

Abstract

Ortak bir Avrupa Yükseköğretim Alanı (AYA) oluşturmak amacıyla başlatılan Bologna süreci, yükseköğretim kurumlarında kalite güvence sistemlerini ve bu süreçlerin uygulanmasında standardizasyonu ön plana çıkarmıştır.  Bu süreç dahilinde AYA’da bulunan yükseköğretim kurumlarında uygulanmak üzere ortak kalite ölçütlerini içeren Avrupa Standartları ve Yönergeleri (ASY) oluşturulmuştur. Özellikle yüz yüze yükseköğretim veren kurumların dinamikleri dikkate alınarak geliştirilen bu ölçütlerin, çağın gereksinimleri doğrultusunda giderek yaygınlaşan açık ve uzaktan öğretim kurumlarının kendine has doğasıyla uyum içinde olup olmadığı hala tartışılan bir konudur. Bu çalışmada, Bologna süreci, ASY ve yükseköğretimde akreditasyon konusu incelenmiş ve bu iki konunun açık ve uzaktan öğretim yapan kurumlardaki kalite güvence süreçleriyle olan ilişkisi ele alınmıştır. Ayrıca açık ve uzaktan öğretim yapan kurumların kalite süreçleri ve bu süreçlerde yaşanılan zorluklar da araştırma kapsamında ele alınan bir diğer konu olmuştur. Tüm bunların yanı sıra açık ve uzaktan öğretimde uygulanması için önerilen kalite ölçütleri ve alanyazında bu konuda öne çıkan modeller bu çalışma kapsamında açıklanmıştır. Sonuç olarak bu çalışmayla açık ve uzaktan öğretim için özgün kalite ölçütlerinin değerlendirme süreçlerine kazandırılmasının önemi ve bu konuda ne ölçüde yol alındığı tartışılmıştır.

Keywords

Bologna Süreci, Avrupa Standartları ve Yönergeleri, Kalite Güvence Sistemleri, Akreditasyon, Açık ve Uzaktan Öğretim

References

• Abdous, M. (2009). E-learning quality assurance: A process-oriented lifecycle model. Quality Assurance in Education, 17(3), 281-295.
• Agariya, A. K., & Singh, D. (2013). E-learning quality: Scale development and validation in Indian context. Knowledge Management and E-Learning: An International Journal, 4(4), 500-517.
• Belawati, T., & Zuhairi, A. (2007). The practice of a quality assurance system in open and distance learning: A case study at Universitas Terbuka Indonesia (The Indonesia Open University). The International Review of Research in Open and Distributed Learning, 8(1).
• Berta, M. R. (2013). Distance education quality course delivery framework: A Formative research study [Yayımlanmamış doktora tezi, University of Phoenix].
• Can, E. (2016). Açık ve uzaktan yükseköğretimde akreditasyon. A. M. Ger (Ed.), Uluslararası Yükseköğretimde Yeni Eğilimler; Değişime Ayak Uydurma Kongresi (s. 27-47) içinde. İstanbul Aydın Üniversitesi Yayınları.
• CHEA. (2002). Accreditation and assuring quality in distance learning. [Rapor]. https://files.eric.ed.gov/fulltext/ED468368.pdf
• Eaton, J. S. (2003). Is accreditation accountable? The continuing conversation between accreditation and the federal government. CHEA Monograph Series 1. CHEA.
• Ehlers, U. D. (2012). Quality assurance policies and guidelines in European distance and e-learning. C. Latchem & I. Jung (Ed.), Quality assurance and accreditation in distance education and e-learning: Models, policies and research (s. 79-91) içinde. Routledge.
• ENQA (European Association for Quality Assurance in Higher Education). (2005). Standards and guidelines for quality assurance in the European Higher Education Area. Helsinki.
• Esfijani, A. (2015). Quality indicators of virtual education: A meta-synthesis of approaches, criteria, and standards. Strides in Development of Medical Education, 12(Ek), 150-158.
• European Commission, Directorate-General for Education, Youth, Sport and Culture, Haywood, J., Weller, M., & Williams, K. (2015). The changing pedagogical landscape: New ways of teaching and learning and their implications for higher education policy. Publications Office. https://data.europa.eu/doi/10.2766/72063
• European Standards & Guidelines. (2015). Standards and guidelines for quality assurance in the European Higher Education Area. Brussels, Belgium.
• First World Summit on Accreditation. (2012). Achieving excellence through accreditation. http://iacqer.com/iacqer1/Document/WOSA2012.pdf
• Ginkel, H. J. A. V., & Dias, M. A. R. (2007). Institutional and political challenges of accreditation at the international level. GUNI Series on the Social Commitment of Universities 2: Higher Education in the World 2007, Accreditation for Quality Assurance – What is at Stake (s. 37-57) içinde. Palgrave/MacMillan.
• Grifoll, J., Huertas, E., Prades, A., Rodriguez, S., Rubin, Y., Mulder, F., & Ossiannilsson, E. (2010). Quality assurance of e-learning. ENQA Workshop Report 14. European Association for Quality Assurance in Higher Education.
• Harvey, L. (2004). The power of accreditation: Views of academics. P. Di Nauta, P. L. Omar, A. Schade & J. P. Scheele (Ed.), Accreditation models in higher education: Experiences and perspectives (s. 5-19) içinde. https://enqa.eu/indirme/papers-and-reports/workshop-and-seminar/ENQAmodels.pdf
• Henderikx, P., & Jansen, D. (2018). The changing pedagogical landscape: In search of patterns in policies and practices of new modes of teaching and learning. https://tinyurl.com/CPLreport2018
• Hew, K. F., Martinez, R., & Lee, J.-Y. (2003). Online education evaluation: What should we evaluate? M. Simonson & M. Crawford (Ed.), Annual Meeting of the Association for Educational Communications and Technology (s. 243–246) içinde. Association for Educational Communications and Technology.
• Huertas, E., Biscan, I., Ejsing, C., Kerber, L., Kozlowska, L., Ortega, S., Lauri, L., Risse, M., Schorg, K., & Seppmann, G. (2018). Considerations for quality assurance of e-learning provision. ENQA Occasional Papers, no. 26. European Association for Quality Assurance in Higher Education AISBL. https://enqa.eu/indirme/Considerations%20for%20QA%20of%20e-learning%20provision.pdf
• Jung, I. (2012). Learner’s perceptions and opinions of quality assurance. C. Latchem & I. Jung (Ed.), Quality assurance and accreditation in distance education and e-learning: Models, policies and research (s. 244-253) içinde. Routledge.
• Jung, I. (2022). Quality assurance in online, open and distance education. O. Zawacki-Richter & I. Jung (Ed.), Handbook of Open, Distance and Digital Education (s. 709-725) içinde. Springer.
• Jung, I., & Latchem, C. (2012). Quality assurance and accreditation in open and distance learning. C. Latchem & I. Jung (Ed.), Quality assurance and accreditation in distance education and e-learning: Models, policies and research (s. 13-21) içinde. Routledge.
• Kohler, J. (2003). Quality assurance, accreditation, and recognition of qualifications as regulatory mechanisms in the European higher education area. Higher Education in Europe, 28(3), 317-330. https://doi.org/10.1080/0379772032000119973
• Kwiatkowska-Sujka, I., & Socha, M. W. (2017). Embedding of ESG Part 1 into IQA systems—EIQAS project survey’s results on ESG Part 1 and IQA: State of arts and challenges. Quality Assurance Review, 7(1), 36-55.
• Latchem, C. (2014). Quality assurance in online distance education. Z. R. Olaf & T. Anderson (Ed.), Online distance education: Towards a research agenda (s. 311-342) içinde. Athabasca University Press.
• Lewis, R. (2009). Quality assurance in higher education: Its global future. OECD (Ed.), Higher education to 2030: Globalisation 2 (s. 323-355) içinde. OECD.
• Lockhart, M., & Lacy, K. (2002). An assessment model and methods for evaluating distance education programmes. Perspective: Policy and Practice in Higher Education, 6(4), 98–104.
• Mariasingam, M. A., & Hanna, D. E. (2006). Benchmarking quality in online degree programs: Status and prospects. Online Journal of Distance Learning Administration, 9(3), 1–11.
• Martin, M., & Stella, A. (2007). External quality assurance in higher education: Making choices. Fundamentals of Educational Planning 85. International Institute for Educational Planning (IIEP) UNESCO.
• McLuhan, M., & Powers, B. R. (1989). The global village: Transformations in world life and media in the 21st century. Oxford University Press.
• Mitchell, R. L. G. (2010). Approaching common ground: Defining quality in online education. New Directions for Community Colleges, 150, 89–94. https://doi.org/10.1002/cc.408
• Osika, E., & Camin, D. (2002). Concentric model for evaluating Internet-based distance learning programs [Bildiri sunumu]. 18th Annual Conference on Distance Teaching and Learning, Madison, The Board of Regents of the University of Wisconsin.
• Ossiannilsson, E. (2018). Quality considerations for blended learning. Conceptual report for the Technical Innovation in Blended Learning (TIBL). https://doi.org/10.21125/iceri.2018.1577
• Ossiannilsson, E., Williams, K., Camilleri, A., & Brown, M. (2015). Quality models in online and open education around the globe: State of the art and recommendations. International Council for Open and Distance Education (ICDE). http://www.icde.org/assets/WHAT_WE_DO/icdequalitymodels22.pdf
• Panda, S. (2003). Introduction. P. Santosh (Ed.), Planning and Management in Distance Education (s. 1-11) içinde. London & Sterling, VA.
• Pawlowski, J. M. (2007). The new quality standard for e-learning: Enabling global quality development. http://www.initiatives.refer.org/Initiatives-2005/document.php?id=337
• Perellon, J. F. (2007). Analysing quality assurance in higher education: Proposals for a conceptual framework and methodological implications. D. F. Westerheijden, B. Stensaker & M. J. Rosa (Ed.), Quality assurance in higher education: Trends in regulation, translation and transformation (s. 155-178) içinde. Springer.
• Pitsoe, V. J., & Maila, M. W. (2014). Quality and quality assurance in open distance learning (ODL) discourse: Trends, challenges and perspectives. The Anthropologist, 18(1), 251-258.
• Porto, S. C. (2013). Cost, access, and quality: Breaking the iron triangle through disruptive technology-based innovations. K. Shattuck (Ed.), Assuring quality in online education: Practices and processes at the teaching, resource, and program levels (s. 18–39) içinde. Stylus Publishing, LLC.
• Rashid, M., & Iqbal, J. (2010). Developing the strategy for quality assurance of open and distance learning in Pakistan: The higher education perspective [Bildiri sunumu]. The 3rd International Conference on Assessing Quality in Higher Education, Lahore, Pakistan.
• Santiago, P., Tremblay, K., Basri, E., & Arnal, E. (2008). Tertiary education for the knowledge society. OECD.
• Sanyal, B. C., & Martin, M. (2007). Quality assurance and the role of accreditation: An overview. Higher Education in the World 2007: Accreditation for Quality Assurance: What is at Stake?
• Schwarz, S., & Westerheijden, D. (2004). Accreditation and evaluation in the European higher education area. Kluwer Academic Publishers.
• Shelton, K. (2011). A review of paradigms for evaluating the quality of online education programs. Online Journal of Distance Learning Administration, 14(1), 1-5. https://ojdla.com/archive/spring141/shelton141.pdf
• Sherry, A. C. (2003). Quality and its measurement in distance education. M. G. Moore & W. G. Anderson (Ed.), Handbook of distance education (s. 435–459) içinde. Erlbaum.
• Shraim, K. (2020). Quality standards in online education: The ISO/IEC 40180 framework. International Journal of Emerging Technologies in Learning, 15(19), 22-36.
• Skolnik, M. L. (2010). Quality assurance in higher education as a political process. Higher Education Management and Policy, 22(1), 23-41. https://www.academia.edu/17741315/Quality_assurance_in_higher_education_as_a_political_process
• Stella, A., & Gnanam, A. (2004). Quality assurance in distance education: The challenges to be addressed. Higher Education, 47, 143-160.
• Toprak, E., & Şakar, A. N. (2018). Cultural diversity and accreditation: A shared understanding of quality. E. Toprak & E. Genç Kumtepe (Ed.), Supporting multiculturalism in open and distance learning spaces (s. 15-38) içinde. IGI Global.
• Toprak, E., & Şakar, A. N. (2021). Need for accreditation agencies as stakeholders in open and distance learning: Case of “AUDAK” in Turkish Higher Education System. Turkish Online Journal of Distance Education, 21(Özel Sayı), 29-48.
• Toprak, E., Şakar, A. N., & Koçdar, S. (2016). Quality assurance in distance education: A case from Anadolu University [Konferans bildirisi]. EDULEARN 16, Barcelona, İspanya.
• Ubachs, G., & Henderikx, P. (2022). Quality assurance systems for digital higher education in Europe. Handbook of Open, Distance and Digital Education (s. 1-20) içinde. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0351-9_41-1
• Veytia Bucheli, M., & Chao González, M. (2013). Competences as the guiding principle for the quality of education. Revista electrónica de Divulgación de la Investigación, 4. https://www.researchgate.net/publication/316130285_Las_Competencias_como_Eje_Rector_de_la_Calidad_Educativa
• Wang, H. W., Deng, D. J., Huang, J. L. E., & Ding, P. H. (2011). E-learning professional competence and certification system. NACS TandD, 125, 1-11.
• YÖK. (2010). Yükseköğretimde yeniden yapılanma 66 soruda ologna süreci uygulamaları. Yükseköğretim Kurulu Yayınları.
• YÖK. (2019). Yükseköğretimde Akreditasyon, Tanıma ve Denklik Hizmetleri Daire Başkanlığı. https://denklik.yok.gov.tr/akreditasyontanima-denklik-nedir
• YÖKAK. (2022). Kurumsal akreditasyon programı nedir. https://yokak.gov.tr/degerlendirme-sureci/kurumsal-akreditasyon-programi-nedir
• YÖKAK. (2024). Kurumsal akreditasyon karar ve raporları. https://yokak.gov.tr/raporlar/akredite-olan-kurumlar?termYear=2022
• Zhang, W., & Cheng, Y. L. (2012). Quality assurance in e-learning: PDPP evaluation model and its application. International Review of Research in Open and Distance Learning, 13(3), 66-82.