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Instructional Design and Quality: Learning Strategies for the Course Plan and Formative Activities—

Instructional Design and Quality: Learning Strategies for the Course Plan and Formative Activities—

Anna Busquets, Muriel Gómez
Copyright: © 2011 |Volume: 2 |Issue: 4 |Pages: 15
ISSN: 1947-8429|EISSN: 1947-8437|EISBN13: 9781613508268|DOI: 10.4018/jksr.2011100104
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MLA

Busquets, Anna, and Muriel Gómez. "Instructional Design and Quality: Learning Strategies for the Course Plan and Formative Activities—." IJKSR vol.2, no.4 2011: pp.47-61. https://doi.org/10.4018/jksr.2011100104

APA

Busquets, A. & Gómez, M. (2011). Instructional Design and Quality: Learning Strategies for the Course Plan and Formative Activities—. International Journal of Knowledge Society Research (IJKSR), 2(4), 47-61. https://doi.org/10.4018/jksr.2011100104

Chicago

Busquets, Anna, and Muriel Gómez. "Instructional Design and Quality: Learning Strategies for the Course Plan and Formative Activities—," International Journal of Knowledge Society Research (IJKSR) 2, no.4: 47-61. https://doi.org/10.4018/jksr.2011100104

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Abstract

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

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