A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education
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| Title: | A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education |
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| Language: | English |
| Authors: | Ross, Samuel R. P-J, Volz, Veronica, Lancaster, Matthew K., Divan, Aysha |
| Source: | Online Learning. Jun 2018 22(2):249-270. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Higher Education, Audits (Verification), Electronic Learning, Educational Resources, Program Evaluation, Program Validation, Generalization, Case Studies, Educational Principles, Trend Analysis, Strategic Planning, Progress Monitoring, Evaluation Methods, Scoring Formulas, Foreign Countries, Statistical Analysis |
| Geographic Terms: | United Kingdom |
| ISSN: | 2472-5749 |
| Abstract: | It is increasingly important that higher education institutions be able to audit and evaluate the scope and efficacy of their digital learning resources across various scales. To date there has been little effort to address this need for a validated, appropriate, and simple-to-execute method that will facilitate such an audit, whether it be at the scale of an individual program, department, faculty, or institution. The data are of increasing value to ensure institutions maintain progress and equity in the student experience as well as for deployment and interpretation of learning analytics. This study presents a generalizable framework for auditing digital learning provision in higher education curricula. The framework is contextualized using a case study in which the audit is conducted across a single faculty in a research-intensive UK university. This work provides academics and higher education administrators with key principles and considerations as well as example aims and outcomes. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2018 |
| Accession Number: | EJ1181422 |
| Database: | ERIC |
| Abstract: | It is increasingly important that higher education institutions be able to audit and evaluate the scope and efficacy of their digital learning resources across various scales. To date there has been little effort to address this need for a validated, appropriate, and simple-to-execute method that will facilitate such an audit, whether it be at the scale of an individual program, department, faculty, or institution. The data are of increasing value to ensure institutions maintain progress and equity in the student experience as well as for deployment and interpretation of learning analytics. This study presents a generalizable framework for auditing digital learning provision in higher education curricula. The framework is contextualized using a case study in which the audit is conducted across a single faculty in a research-intensive UK university. This work provides academics and higher education administrators with key principles and considerations as well as example aims and outcomes. |
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| ISSN: | 2472-5749 |
