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Journal Issue
Volume 18 Issue 2 / Feb 2020  pp114‑206

Editor: Heinrich Söbke, Marija Cubric

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Towards a New Definition of Blended Learning  pp114‑121

Johannes Cronje

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Peer Feedback in Learner‑Learner Interaction Practices. Mixed Methods Study on an xMOOC  pp122‑135

Josemaria Elizondo-Garcia, Katherina Gallardo

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Highlighting E‑learning Adoption Challenges using data Analysis Techniques: University of Kufa as a Case Study  pp136‑149

Ammar J. M. Karkar, Hayder K. Fatlawi, Ahmed A. Al-Jobouri

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e‑Learning Challenges Faced by Universities in Kenya: A Literature Review  pp150‑161

Rachael Njeri Kibuku, Prof. Daniel Orwa Ochieng, Prof. Agnes Nduku Wausi

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Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments  pp162‑174

Dina Adinda, Najoua Mohib

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The Impact of Computer Self Efficacy on Student Engagement and Group Satisfaction in Online Business Courses  pp175‑188

Colleen Carraher Wolverton, Brandi N. Guidry Hollier, Patricia A. Lanier

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A Conceptual Model for Effective Quality Management of Online and Blended Learning  pp189‑204

Yves Blieck et al

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Abstract

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision‑making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI‑cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data‑based decision making as a driver for effective CQI management in the context of OBL. 

 

Keywords: quality assurance, quality enhancement, quality improvement, e-learning, online and blended learning, data-based decision making

 

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Editorial for EJEL Volume 18 Issue 2  pp205‑206

Heinrich Söbke, Maria Cubric.

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