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Quality improvement in virtual higher education: A grounded theory approach
Department of Education, Azarbaijan Shahid Madani University Tabriz, Iran.
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
Planning Department, Institute for Research and Planning in Higher Education, Tehran, Iran.
2017 (engelsk)Inngår i: Turkish Online Journal of Distance Education (TOJDE), ISSN 1302-6488, E-ISSN 1302-6488, Vol. 18, nr 1, s. 111-131, artikkel-id 8Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
2017. Vol. 18, nr 1, s. 111-131, artikkel-id 8
Emneord [en]
E-learning; Grounded theory and virtual higher education; Learning quality; Quality improvement
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-23678DOI: 10.17718/tojde.285720ISI: 000414268300009Scopus ID: 2-s2.0-85009957865OAI: oai:DiVA.org:hig-23678DiVA, id: diva2:1077050
Tilgjengelig fra: 2017-02-24 Laget: 2017-02-24 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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