La política de aseguramiento de la calidad de la educación virtual universitaria en Europa y América latina
DOI:
https://doi.org/10.20952/revtee.v14i33.16108Palabras clave:
Educación más alta, Educación electrónica, Aprendizaje electrónico, Calidad de educación, Agencias de aseguramiento de la calidadResumen
La relevancia del estudio surge de la contradicción entre el rápido desarrollo de la e-educación en diferentes regiones del mundo, por un lado, y el insuficiente nivel de adaptación de los mecanismos de evaluación de la calidad en el campo de la e-educación en determinadas regiones, por otra parte. Este artículo examina y analiza la experiencia internacional de aseguramiento de la calidad de la educación superior en el formato de e-learning en Europa y América Latina. El artículo identifica los enfoques para el aseguramiento de la calidad del e-learning en el campo de la educación superior en Europa y América Latina. El estudio tiene como objetivo analizar la política de aseguramiento de la calidad de la educación electrónica universitaria en el ámbito de la educación superior en Europa y América Latina. El análisis de las actividades de las organizaciones europeas y latinoamericanas de aseguramiento de la calidad en el campo del e-learning ha demostrado que en el contexto de la educación superior en Europa y América Latina, las agencias externas de aseguramiento de la calidad juegan un papel importante en los procesos institucionales de aseguramiento de la calidad. de la e-educación universitaria. El desarrollo de un sistema de aseguramiento de la calidad es una parte importante de la internacionalización de los programas educativos en general y del e-learning en particular, ya que es abierto y dinámico. La evaluación de la calidad de la educación no es sencilla; es un problema importante para las organizaciones relacionadas.
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Srivastava, E., & Agarwal, N. (2013). E-learning: new trend in education and training. International Journal of Advanced Research, 1(8), 797-810.
Szabo, M. (2015). International quality reviews with an EQAR-registered agency. In: Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, P. (Eds.). The European higher education area. Cham: Springer, pp. 639-663. https://doi.org/10.1007/978-3-319-20877-0_41
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Vlachopoulos, D. (2016). Assuring quality in e-learning course design: the roadmap. International Review of Research in Open and Distributed Learning, 17(6), 184-205. http://dx.doi.org/10.19173/irrodl.v17i6.2784
Zineldin, M., Akdag, H., & Vasicheva, V. (2011). Assessing quality in higher education: New criteria for evaluating students’ satisfaction. Quality in Higher Education, 17(2), 231–243. http://dx.doi.org/10.1080/13538322.2011.582796
Albor, G. R., Lorduy, V. G., & Dau, M. A. (2014). Quality of higher education for distance and virtual learning. Investigación & Desarrollo, 22(1), 79-120.
Alcántara, A. (2007). Dimensiones de calidad en la educación superior. Reencuentro, 50, 21-27.
Amaral, A., & Rosa, M. (2010). Recent trends in quality assurance. Quality in Higher Education, 16(1), 59-61. http://dx.doi.org/10.1080/13538321003679515
Arribas Diaz, J. A., & Martínez-Mediano, C. (2015). El programa AUDIT de la ANECA y las normas internacionales ISO 9000. Análisis comparativo. Educación XXI, 18(2), 375-395.
Bremer, C. (2012). Enhancing e-learning quality through the application of the AKUE procedure model. Journal of Computer Assisted Learning, 28(1), 15–26. http://dx.doi.org/10.1111/j.1365-2729.2011.00444.x
Bukhteeva, E. E., Zimovina, O. A., Shishov, S. E., Rabadanova, R. S., & Polozhentseva, I. V. (2019). Practical and theoretical grounds of a student's autonomous learning activities in professional education. Amazonia Investiga, 8(20), 575-581
CIEES. (2018a). Proceso general para la evaluación y acreditación de programas educativos de educación superior. Available: https://www.ciees.edu.mx/documentos/proceso-general-para-la-evaluacion-y-acreditacion-de-programas-educativos-de-educacion-superior.pdf
CIEES. (2018b). Proceso general para la evaluación de instituciones de educación superior. Available: https://www.uv.mx/planeacioninstitucional/files/2020/10/CIEES_Proceso-general_2018_r.pdf
Domínguez, J. (2016). Proceso de acreditación de carreras universitarias en el contexto iberoamericano. In: Rama, C., Domínguez, J. (Coord.). El aseguramiento de la calidad de la Educación Virtual. Perú: Universidad Católica Los Ángeles de Chimbote, pp. 43-53.
Enders, J., & Westerheijden, D. F. (2014). The Dutch way of new public management. A critical perspective on quality assurance in higher education. Policy and Society, 33(3), 189-198. http://dx.doi.org/10.1016/j.polsoc.2014.07.004
European Commission/EACEA/Eurydice. (2018a). The European higher education area in 2018: Bologna process implementation report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice. (2018b). Structural indicators for monitoring education and training systems in Europe – 2018. Eurydice Report. Luxembourg: Publications Office of the European Union.
Gedeon, P., & Khalil, L. (2015). Management of the transition to e-learning in higher education based on competence quotient. Procedia Computer Science, 65, 324-332. https://doi.org/10.1016/j.procs.2015.09.091
Górska, D. (2016). E learning in higher education. The Person and the Challenges, 6(2), 35–43. http://dx.doi.org/10.15633/pch.1868
Harvey, L., & Williams, J. (2010). Fifteen years of quality in higher education. Quality in Higher Education, 16(1), 3–36. http://dx.doi.org/10.1080/13538321003679457
Lai, K. - W. (2011). Digital technology and the culture of teaching and learning in higher education. Australasian Journal of Educational Technology, 27(8), 1263-1275. https://doi.org/10.14742/ajet.892
Lucas, L. (2014). Academic resistance to quality assurance processes in higher education in the UK. Policy and Society, 33(3), 215-224. http://dx.doi.org/10.1016/j.polsoc.2014.09.006
Misut, M., & Pribilova, K. (2015). Measuring of quality in the context of e-learning. Procedia - Social and Behavioral Sciences, 177, 312-319. http://dx.doi.org/10.1016/j.sbspro.2015.02.347
Morard, B., Stancu, I., & Stancu, A. (2014). E-learning in organizations vs. universities: competition or cooperation? In: 2014 3rd International Conference on Business, Management and Governance IPEDR, vol. 82, Singapore, pp. 50-58.
Nen, M. (2014). The improvement in the quality of learning In Europe’s higher education institutions. Management and Marketing Journal, 1, 75-83.
Ossiannilsson, E., Williams, K., Camilleri, A. F., & Brown, M. (2015). Quality models in online and open education around the globe. State of the art and recommendations. Oslo: International Council for Open and Distance Education, 52 p.
Prisacariu, A. (2015). New perspectives of quality assurance in European higher education. Procedia - Social and Behavioral Sciences, 180, 119-126. http://dx.doi.org/10.1016/j.sbspro.2015.02.094
Rabadanova, R. S., Bogatyreva, S. N., Artemieva, S. I., Aralova, E. V., Polozhentseva, I. V., & Pisarevsky, K. L. (2020). Key features of human nutrition behavior. Revista Inclusiones, 7(S1-1), 170-181.
Rama, C. (2015). Las complejidades de evaluar y acreditar la educación a distancia. In: Morocho, M., Rama, C. (Coord.). Los problemas de la evaluación de la educación a distancia en América Latina y el Caribe. Loja, Ecuador: Universidad Técnica Particular de Loja, pp. 9-16.
Ríos, C. (2015). Quality assurance in higher education in Spain: an overview of the accreditation system international research and review. Journal of Phi Beta Delta Honor Society for International Scholars, 5(1), 25-45.
Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: a synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13.
Sekerin, V. D., Gorokhova, A. E., Dudin, M. N., Danko, T. P., & Nikolaykin, N. I. (2018). Applying interactive marketing methods to improve the quality of university educational services. Quality-Access to Success, 19(163), 37-42.
Sekerin, V. D., Dudin, M. N., Gorokhova, A. E., Gaiduk, V. I., & Volkov, V. I. (2019). Creation of a virtual image: digital technology of the 21st century. Amazonia Investiga, 8(20), 340-348.
Simonson, M. (2015). Accreditation and quality in distance education. Distance Learning, 12(1), 27-28.
Soto, G. G. Y., López, G. R. I., & Armando, L. R. (2020). Calidad en la educación superior en línea: un análisis teórico. Revista Educación, 44(2), 1-16. https://doi.org/10.15517/revedu.v44i2.39714
Srikanthan, G., & Dalrymple, J. (2007). A conceptual overview of a holistic model for quality in higher education. International Journal of Educational Management, 21(3), 173–193. http://dx.doi.org/10.1108/09513540710738647
Srivastava, E., & Agarwal, N. (2013). E-learning: new trend in education and training. International Journal of Advanced Research, 1(8), 797-810.
Szabo, M. (2015). International quality reviews with an EQAR-registered agency. In: Curaj, A., Matei, L., Pricopie, R., Salmi, J., Scott, P. (Eds.). The European higher education area. Cham: Springer, pp. 639-663. https://doi.org/10.1007/978-3-319-20877-0_41
Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168. http://dx.doi.org/10.1108/QAE-09-2011-0059
Vlachopoulos, D. (2016). Assuring quality in e-learning course design: the roadmap. International Review of Research in Open and Distributed Learning, 17(6), 184-205. http://dx.doi.org/10.19173/irrodl.v17i6.2784
Zineldin, M., Akdag, H., & Vasicheva, V. (2011). Assessing quality in higher education: New criteria for evaluating students’ satisfaction. Quality in Higher Education, 17(2), 231–243. http://dx.doi.org/10.1080/13538322.2011.582796
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2021-07-26
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Tolmachev, O. M., Starodumov, L. L., Nesova, N. M., Kotovchikhina, N. D., & Magomedov, R. M. (2021). La política de aseguramiento de la calidad de la educación virtual universitaria en Europa y América latina. Revista Tempos E Espaços Em Educação, 14(33), e16108. https://doi.org/10.20952/revtee.v14i33.16108
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