ACODE benchmarks for Technology Enhanced Learning (TEL): findings from a 24 university benchmarking exercise regarding the benchmarks’ fitness for purpose and capacity to generate useful quality assurance information

Sankey, Michael and Padro, Fernando F. (2015) ACODE benchmarks for Technology Enhanced Learning (TEL): findings from a 24 university benchmarking exercise regarding the benchmarks’ fitness for purpose and capacity to generate useful quality assurance information. In: 18th International Conference on Quality Management and Organisational Development (QMOD 2015) and International Conference Quality and Service Sciences (ICQSS 2015), 12-14 Oct 2015, Seoul, Republic of Korea.

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Abstract

Purpose: This discussion presents findings from 24 higher education institutions (HEIs), recommendations regarding the benchmarks themselves and for university practice, potential expansion of the benchmark methodology to provide more capacity to create and use data to evidence student learning in a technology enhanced learning (TEL) environment.

Design/Methodology/Approach: These are preliminary results of a major benchmarking activity that is designed to be part of a continuing program that is still under review. Results are provided through frequency distribution and illustrative qualitative information gleaned from two surveys provided participants, one during the collaborative session between participants from the 24 HEIs and nine months later. An analysis of the data in the form of recommendations is also provided.

Findings: Findings specific to participating HEIs are not shared due to confidentiality. The most important conclusion were the interest and usefulness of the benchmarks for participating HEIs, especially the sharing of information between HEIs. Findings led to 6 recommendations: [1] minor revisions to the benchmarks are needed, [2] to formally endorse the ACODE Benchmarks, [3] not pursue the merger of benchmarks 7 and 8 or 5 and 6 at this time due to insufficient evidence, [4] that ACODE agree to facilitate a formal benchmarking activity every second year, [5] create a series of online tools and a collaboration space to facilitate inter-institutional knowledge of institutional practice with a capacity to maintain confidentiality, and [6] the online collaborative space have an area to allow institutions to share good practice examples that align with the performance indicators.

Practical Implications: Firstly, Australia’s Tertiary Education Quality & Standards Agency (TEQSA) is expanding the use of benchmarking activities at HEIs as part of their quality assurance practice to meet regulatory compliance requirements. The use of the ACODE Benchmarks facilitates therefore assists HEIs meet their regulatory compliance obligations. Secondly,

Originality/value: ACODE is one of the few international agencies focusing on TEL benchmarks, criteria, guidelines or standards. A number of the participating HEIs are considered leading practitioners of learning and teaching in TEL and thus they not only inform but help shape the values and inform QA agencies of appropriate practice that should be embedded within the standards and/or practices that generate recognition of HEI practice.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: No evidence of copyright restrictions preventing deposit of Submitted Version.
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 13 Jun 2016 05:50
Last Modified: 13 Oct 2016 03:14
Uncontrolled Keywords: ACODE; benchmarks; benchmarking; technology enhanced learning (TEL); TEQSA
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/28689

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