Abstract:

In this paper we introduce the Quality Assurance strategy developed for the transition between a face-to-face (f2f) model into a blended learning (b-learning) model in the Esade Business School programmes. Thereafter, we introduce the four main factors of the Esade B-learning Quality Assessment Model (EBL-QM) that has been selected for the analysis of the course websites’ quality in the context of the new b-learning model. The first factor is the general information of the course. This factor analyzes the structure and the information provided on the course website. The second factor is related to the resources, analyzing its quality and adequacy. That takes into account the resources, materials and contents available in the Computer Learning Environment (CLE), as well as its strategic publishing and updating along the course. Resources qualities are evaluated considering the sequencing of the material, the adequacy of the format for the publication in the CLE, and the respect of the Intellectual property rights (IPR). The third factor in the EBL-QM is the interaction. It analyses the teaching presence in the course website and the interaction between teachers and participants, both unidirectional and bidirectional. The interaction factor considers the potentiality of the communication channels for transmitting, discussing and constructing knowledge (Bereiter & Scardamalia 2006) and the different interaction channels created by the teacher devoted to different types of interaction and its adequacy to the learning objective.

The evaluation of the Esade B-learning Quality Model (EBM-QM) was done on 21 courses of the Esade MBA Full Time. The results show a homogeneous level of Information (m=4.33; sd=0.89) and the use of Resources and Activities (m=4.62; sd=0.79). Therefore, the results show a clear difference in the Interaction factor quality among the different courses of the programme (m=2; sd=2.02). Within the 21 courses of the MBA programme analyzed, up to 13 courses had an insufficient level of Interaction.

We discuss the results of the first Quality Assurance analysis considering the transition between a f2f model and a b-learning model in Esade Business School. We can discuss the high and homogeneous grade in Information, Resources and Activities factors, due to the digitalization of already existing information, results and activities in the pedagogical use of the ICTs. The problem of quality is evident with the Interaction factor, that is below the average (m=2; sd=2.02) and shows a high degree of variability in the different courses of the programme. We discuss this variability considering the revolution that represented the change of a single communication and temporal space –the classroom-, and the opening of the interaction channels with the spread of the ICTs in society, in general, and Higher Education, in particular. The communication expectative between digital immigrants faculty and digital native students (Prensky 2001) are completely different. The virtual communication is not understood by the professors as teaching time considered in their workload, but it is considered a due by the digital native students. Considering this results, the prospective actions to develop the Interaction factor grade in the MBA will promote the development of a new contract of interaction where the channels, timing and modalities of contribution in each of the courses of the programme.

Keywords:

Quality Assurance, Blended Learning (b-learning), Higher Education, Executive Education, Computer Learning Environment.