Abstract:

Quality assurance and evaluation of distance learning is of a high priority for any up-to-date higher education institution. Worldwide, a number of specialised independent institutions (ISO, ENQA, EFMD, Quality Matters Program, ACODE, EFQUEL, etc.) are involved in the development of models for quality evaluation of distance learning. Moreover, according to the latest work of ENQA and EADTU on quality assurance in blended and online education the quality assurance agencies and institutions in the European Higher Education Area consider as a key issue the quality assurance in e-learning, no matter into which form of teaching it is integrated – whether in the form of distance learning or blended learning or other. For example, the National Agency for Assessment and Accreditation in Bulgaria is applying a specially developed Guidelines and criteria for assessment of distance learning on two levels – on a university level in general or on a separate professional field level. The paper presents a study in this area conducted for the needs of the distance learning provisions of a Bulgarian higher education institution. It introduces a complete comprehensive model for quality evaluation of distance learning offered by the university. The model allows a two-level evaluation of distance learning quality – the quality of a separate distance learning course and the quality in the frame of a whole distance programme. The model includes quality criteria and specific indicators that reflect different stages and components of a distance learning process (design, preparation and delivering; documentation; provision team; infrastructure; support system; learning materials and activities, communication, course design). It allows to take into account the opinion of all related stakeholders (students, experts in distance learning, etc.). It is developed as a result of the analysis of the well-established models for quality evaluation of distance learning and in accordance with the national Guidelines and criteria for assessment of distance learning and traditions and good practices for quality evaluation at the university. To test the applicability of the model five questionnaires have been created on its basis for distance learning quality evaluation on different levels and from different perspectives. As an example of the applicability testing, summarized results of an anonymous survey conducted using one of these questionnaires is presented in the paper. The survey goal is to explore the students’ opinion about the quality of training in a distance learning programme after their graduation. An automated system is used to collect, process and analyse the data from the survey.

Keywords:

Distance learning, comprehensive model, quality criteria, quality evaluation, students' opinion.