Session Information
11 ONLINE 47 A, Approaches, theories and models of education quality
Paper Session
MeetingID: 868 4564 4597 Code: zUfh53
Contribution
The Quality Management Systems (QMS), together with the external evaluation procedures for the accreditation of recognised degrees (such as verification, modification, monitoring and renewal), ensure the development of curricula in accordance with the quality criteria established in the European Higher Education Area. The control, review and continuous improvement of official degrees are some of the objectives of these systems. There is a great diversity of studies analysing the benefits derived from the implementation of QMS. Current studies, such as Ibarrientos (2022), state that, as a result of QMS, different members of the educational community are satisfied with the continuous improvement, evidence-based decision-making and systematic approach to management. Thus, it is a highly topical and relevant purpose for the educational community to assess the impact of verification and accreditation systems on different aspects of higher education, such as the teaching-learning process.
In the teaching-learning process, planning is a determining factor. The design and organization of teaching and learning activities is very useful in the delivery of content, in achieving students’ learning outcomes and in the use of didactic resources, among others (Hussain et al., 2021). In addition, teacher coordination is essential for the good development of the teaching-learning process. It is well known that this coordination is associated with positive results in student performance and teacher satisfaction (Margalina et al., 2014).
Assessment is another crucial aspect of the teaching-learning process. In this context, assessment criteria, techniques and instruments have an essential role to play. Although much progress has been made in this area, there is still a need today to make further progress, for example, in the evaluation of common learning tools such as online discussion forums (Silva et al., 2021).
Another key element regarding the teaching-learning process is the didactic methodology. Some studies claim an improvement in the learning outcomes of students after using methodologies such as problem-based learning or flipping the classroom in their classes (Malmia et al., 2019; van Alten et al., 2019).
Teaching resources are another aspect closely linked to the teaching-learning process. Nowadays, the integration of ICT in teaching is evident. It is clear that ICT influences, among other aspects, the development of didactic resources within teaching planning (Velez et al., 2020). In addition, it is widely acknowledged that mobile technology is considered an effective way of improving skills such as positive thinking, collaboration and communication. Furthermore, studies such as El-Sofany & El-Haggar (2020) claim that the use of mobile technology leads to improvements in teaching strategies and student performance in higher education organisations. Within the context of the Moodle platform, which is widely used in higher education, authors such as Pérez-Pérez et al. (2020) reveal that the quality of information is the most relevant predictor of student satisfaction.
Thus, the main objective of this study is to assess the impact that the verification and accreditation systems have on the teaching-learning process of undergraduate degrees (specifically on planning, assessment, methodologies and didactic resources). It also aims to compare the perception of different members of the educational community on this impact.
Method
A non-experimental, exploratory, ex-post-facto study was carried out using a data collection instrument that assesses the impact that the implementation of verification and accreditation systems has on various dimensions of universities, including the Teaching-learning process. To assess this dimension in particular, the instrument (a 20-item questionnaire with a 5-grade Likert-type scale) has shown satisfactory levels of validity and reliability in psychometric studies (Cronbach's α = 0.938). The questionnaire, in this dimension, is organised into 4 sub-dimensions: Planning, Evaluation, Didactic methodology and Didactic resources. The questionnaires were administered during the months of October-December 2021. Thus, the study sample is made up of 655 subjects from the Complutense University of Madrid, belonging to the degrees of Biology (24.6%), Nursing (36.5%) and Primary Education Teacher (38.9%). Specifically, 86.6% of the sample are students, 2.7% are teachers, 2.0% are members of the dean's team, 0.3% are quality managers, 0.6% are degree coordinators, 0.3% are practicum coordinators, and 7.5% are administration and services staff. Most of the students in the sample have been studying at university for several years (94.5% are final year undergraduates). In addition, 65.8% of the teaching staff have more than 15 years of experience as university teachers and 63.3% of the administration and services staff have more than 15 years of management experience in teaching centres. All the practicum coordinators in the sample have more than 5 years' experience in the management of external placements at university centres. Likewise, more than 75% of the other members of the management teams in the sample (i.e. dean's team, quality managers and degree coordinators) have less than 6 years' experience in their profile. Once the data had been collected by applying the questionnaires to the sample, statistical analyses were carried out (using SPSS 25) to analyse the level of impact that the implementation of the verification and accreditation systems has had on the Teaching-learning process of the degree programmes. Specifically, descriptive and differential analyses were carried out for each of the 20 items (applying ANOVA and Scheffé -with a significance level of .01- according to the different audiences mentioned above).
Expected Outcomes
The results of the descriptive studies show that the implementation of verification and accreditation systems has had, in general terms, a medium-low impact on the Teaching-learning process (mean of 28.21 on a scale of 0-80). The lowest impact is observed in Assessment (mean 6.11 on a scale of 0-20) and, specifically, in the use of appropriate assessment systems to assess the achievement of learning outcomes (mean 0.97 on a scale of 0-4). The highest impact value (although with a medium level) is found in the Didactic resources (mean of 5.70 on a scale of 0-12) and, specifically, in the use of technological resources in classes (mean of 2.39 on a scale of 0-4). The results of the differential studies show significantly higher values (p<.01) in the responses of the dean's teams compared to the students' assessments in 5 items. Thus, the members of the dean's teams assess that the verification and accreditation processes have contributed (with a high-level impact: mean scores of 3.00) to improving the revision of the teaching guides, the definition of the learning outcomes in the guides and the adjustment of the contents to what is contemplated in the degree report. The results also show that teachers value with a significantly higher impact (p<.01) the revision of the teaching guides, compared to the students' assessment. Likewise, the degree coordinators rate a higher impact than students (p<.01) on the adjustment of subject content to that envisaged in the degree report (mean of 3.5), on the acquisition of competences and on the use of a greater variety of assessment techniques. Effect sizes are large for 4 items (eta squared values between 0.07 and 0.1), and moderate and small (eta squared values between 0.01 and 0.06) for the remaining items, according to the criteria of Pardo & Ruiz (2009).
References
El-Sofany, H. F., & El-Haggar, N. (2020). The Effectiveness of Using Mobile Learning Techniques to Improve Learning Outcomes in Higher Education. International Journal of Interactive Mobile Technologies, 14(8), 4-18. https://doi.org/10.3991/ijim.v14i08.13125 Hussain, B., Zulfqar, A., & Javaid, M. A. (2021). Planning Teaching and Learning: Examining Potential Benefits as Perceived by School Teachers. Pakistan Social Sciences Review, 5(2), 938-949. Ibarrientos, J. A. (2022). The Quality Management System of One Polytechnic College. Journal of Education, Management and Development Studies, 1(3), 26-34. https://doi.org/10.52631/jemds.v1i3.12 Malmia, W., Makatita, S. H., Lisaholit, S., Azwan, A., Magfirah, I., Tinggapi, H., & Umanailo, M. C. B. (2019). Problem-based learning as an effort to improve student learning outcomes. International Journal of Scientific & Technology Research, 8(9), 1140-1143. Margalina, V., Heredero, C., Botella, J., & Martinez, A. (2014). The Role of Relational Coordination in Final Teacher Satisfaction in e-learning. Procedia Technology, 16, 365-375. https://doi.org/10.1016/j.protcy.2014.10.102 Pardo, A., & Ruiz, M. A. (2009). Gestión de datos con SPSS Statistics. Síntesis. Pérez-Pérez, M., Serrano-Bedia, A. M., & García-Piqueres, G. (2020). An analysis of factors affecting students perceptions of learning outcomes with Moodle. Journal of Further and Higher Education, 44(8), 1114-1129. https://doi.org/10.1080/0309877X.2019.1664730 Silva, A., Rodrigues, M. A., da Silva, D., & Coimbra, R. (2021). Quality assessment of online discussion forums: construction and validation of a scale that values student perception. Turkish Online Journal of Distance Education, 22(4), 43-57. https://doi.org/10.17718/tojde.1002759 van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18. https://doi.org/10.1016/j.edurev.2019.05.003 Velez, M. A. B., Velez, M. G. B., Mera, J. T. M., Mendoza, J. R. Z., & Mendoza, H. J. Z. (2020). The TICs and their incidence to develop didactic resources within teaching planning. International Research Journal of Engineering, IT & Scientific Research, 6(1), 1-10. https://doi.org/10.21744/irjeis.v6n1.846
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