Quality Issues in ICT-Based Higher Education

Quality Issues in ICT-Based Higher Education

Quality Issues in ICT-Based Higher Education

Quality Issues in ICT-Based Higher Education


Higher education institutions are becoming increasingly reliant onnbsp;ICTnbsp;for providing enhanced teaching and learning, and lecturers are adopting new methods of working and ways of teaching withnbsp;technology allnbsp;the time.nbsp;However, without structure and commitment, these changes may not be bringing out the best that ICT has to offer. Providing a wide-ranging account of the quality issues surrounding the use of ICT in higher education, this book develops useful advice and guidance on key areas including: * devising an institution-wide strategy * developing course materials * providing distance and e-learning courses * using ICT-assisted assessment * adopting professional support processes. With authoritative and practical contributions from leading experts in the field, this book will be a valuable addition to the shelves of all those involved in using ICT in higher education - managers, lecturers or education developers.


'Quality' is a difficult concept to define and one that is impossible to define with any degree of universal agreement. Almost every writer on the subject has used a personal favourite - this is as true of the contributors to this book as anywhere.

We do not intend to add to the definitions here, but rather will discuss a few of the key themes which emerge as writers consider quality in higher education and apply these to the specialist area of ICT-based education.


It is useful to review quickly what we understand by the term ICT-based education. Information and communications technologies represent the coming together of computers (information technology (IT)) with telecommunications technologies. The concept ranges from the relatively straightforward and now everyday use of computers for the production of teaching materials that will be used in a standard classroom situation to the transnational linking of learners around the planet for a shared learning experience that would have been quite impossible a generation ago.

As academics we have come to view ICT as such a basic toolkit that it is almost impossible for us to envisage how our predecessors performed their various duties of teaching, assessment and research without it. But, of course, the previous generations were taught and did learn without technology - some would even argue that the teachers were able to get on with their responsibilities with greater efficiency than their modern . . .

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