This informal CPD article ‘Practical Approaches to Quality in Online and Blended Learning’ was provided by Dr. Habib Al Souleiman of OUS Academy, a global education group with a commitment to diversity and global engagement. They deliver online education and operate across seven international locations.
Online and blended learning are now common in education and professional development (4)(5). Digital tools, recorded lessons, virtual classes, online assessments, and study courses have diversified options for learners (4). These methods have been especially useful for adult learners and working professionals, as they make learning opportunities more accessible (5).
Despite the many options available, flexible learning does not always mean quality learning (3). Whether a course is online, blended, or face-to-face, the design, delivery, support, assessment, and refinement of a course define its quality (1)(3). Therefore, to evaluate quality in online and blended learning, we must consider the practical aspects of the process (3). This extends beyond technology to learning outcomes, engagement, preparedness, assessment, accessibility, and improvement (3).
Practical strategies discussed in this article can help education providers enhance quality in online and blended learning (3)(5).
1. Start with clear learning outcomes
All good courses begin with the clear learning outcomes (1)(3). Learning outcomes explain what the students will know, understand, and/or be able to do upon the conclusion of the course (1). Learning outcomes, in the context of online and blended learning, are especially critical since students may have to engage in self-directed learning (3)(5).
Well-formed learning outcomes are specific, attainable, and measurable (1)(3). Consider the difference between saying, “students will understand leadership,” and the more specific learning outcome of, “students will be able to describe three different leadership styles and relate each of them to a given workplace case study.” This statement also assists in the design of pedagogy and assessment, and furthermore, clarifies expectations for students (1)(3).
2. Design learning activities, not only content
Just putting reading materials and videos in a folder isn’t enough (5). It is not a good idea to think of online learning as a digital library (5). Students need learning activities that help them think and apply learning as well as discuss and reflect (1)(2)(5). Quality online learning should be more than that (3).
Some of the activities that might help achieve that include case studies, quizzes, and discussion forums as well as group work, journals, and projects (1)(2)(5). In synchronous learning, classroom as well as synchronous sessions should be used for discussion and practice, reflection and feedback, and to solve and address issues and concerns (2)(5). The online classroom materials should be tailored for asynchronous use (3)(5).
3. Provide regular teacher presence
Most students feel more motivated to work when they feel a teacher is present (2)(5). This does not mean teachers must be available all the time (2). Having a teacher present means that they are there to communicate, guide students, and answer their questions in good time (2)(5). It also means they are there to give the students feedback that reflects an understanding of the ideas the students are trying to convey (1)(2).
Presence can be improved by simple practices like having clear weekly communication that includes announcements and instructions, having several short videos throughout the course, office hours that are electronically scheduled, and giving feedback on students’ work that is done as the course is progressing (2)(3). The teacher presence is likely to inspire students to be more present (2).
4. Use assessment that supports learning
Assessments are some of the most essential learning tools and should be driven by learning objectives to ensure students achieve them (1)(3). The assessments done in the online and blended classrooms should be a reflection of the integrity and fairness of the assessments done (3).
There is a multitude of evaluation techniques (1)(3). These include, but are not limited to, the use of written assignments, oral presentations, case studies, portfolios, online quizzes or projects, and the use of reflective reports (1)(3). In a professional educational setting, the use of practical assessments often helps students bridge the gap between theoretical knowledge and applicable, real-world knowledge and skills (1).
In order for an assessment to be deemed high-quality, criteria must be established (1)(3). The use of grading rubrics is an effective way to communicate to students how work will be assessed, and to teachers how to provide fair and consistent assessments (1)(3).
Interactive online learning activities
5. Support accessibility and inclusion
Education should be available to all types of learners (3)(4). Instructors of online and blended courses are likely to work with learners from different countries, age groups, professions, and levels of digital skills (4)(5).
Simple accessibility practices should be adopted, such as using clear and legible documents, easy to understand and follow navigation, recorded sessions, captions and/or transcripts, mobile-friendly and flexible course materials, clear and easy to follow instructions, and alternative task completion (3)(4). Also, students should be aware of the technical and academic support available and ensure easy access to these resources (3).
Inclusion covers learning and cultural diversity (4). A greater inclusion of learning diversity can be seen in online discussions, examples, and case studies, and operating from local frameworks (4)(5).
6. Train teachers for online and blended delivery
Classroom-competent teachers conduct their teaching based on their effective use of digital skills and online pedagogical best practices (2)(5).
Teacher training should be mainly operational, such as the management of virtual classrooms and the design of more interactive online learning activities (3)(5). Staff should be trained in the use of learning management systems and in identifying students who might be actively disengaged (3). Increasing peer to peer observation and the sharing of good practices could augment the operational training (5).
7. Monitor student engagement and progress
In online learning, some students may be unreachable and deactivate for long periods (2)(3). Good systems should monitor attendance in live sessions, their online log-ins, their online submissions, quiz and participation scores, and their participation in discussions (3).
When a student goes inactive, swift intervention often proves to be effective (3). A single message, academic, or even technical intervention can prevent a student from becoming more disengaged (3). The goal of these interventions is not to monitor student activity, but rather to assist students before more serious issues arise (3).
8. Collect feedback and improve regularly
Quality assurance is not a single occurrence (3). An ongoing cycle of monitoring and updating is needed for each course (3). Feedback should be taken from students and teachers and should include grading and assessment completion, as well as feedback from employers and other professionals (3).
All collected feedback should stimulate a subsequent action (3). If students indicate that they are missing instructions with clarification, course management groups should revise instructions (3). If many students achieve poor performance in a single assessment, teaching-related as well as assessment-related materials should be revised (1)(3). Quality is built on the basis of the continuous improvement of many components (3).
Conclusion
Quality of online and blended learning is reflected in the active teaching, fair assessment, student-related support, continuous updates, and good design (1)(3)(5). While many educational technologies exist, they cannot facilitate learning without quality educational design (1)(3). By asking practical quality questions, institutions can improve online and blended learning for students, teachers, employers, and the wider professional community (3)(5).
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References
(1) Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.
(2) Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
(3) Quality Matters. (2023). Higher Education Rubric (7th ed.). Quality Matters.
(4) UNESCO. (2023). Guidance for Generative AI in Education and Research. United Nations Educational, Scientific and Cultural Organization.
(5) Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Athabasca University Press.
