The purpose of this research is to develop an assessment framework in the TQM perspective for a blended learning environment in the higher education sector. Blended learning is a specialized field in learning, i.e., combination of face to face learning and e-learning. This research is an attempt to bring a logical approach in assessing the quality feature of the blended learning environment. The quality of the BLE can be easily enhanced if the implementation of important parameters of quality in the blended learning environment is undertaken at all levels of the institution: individual level, organizational level, and at external stakeholders (employers, government, parents, etc.) level. The six major factors are deduced that affect the quality of the blended learning environment in the HES through exploratory factor analysis. To check the intertwining effects of the derived factors/underlying criteria, the DEMATEL technique is applied. This technique has resulted in the formation of the cause group and effect group out of the derived factors/underlying criteria. This group formation has led to high quality in the BLE. The criterion, Qualification and experience of the tutor of the cause group, influences the other criteria in the most significant way and is the master influencer. The criterion, appropriate use of delivery methods, is identified as the most related criterion. Furthermore, the ranking of alternatives (by applying the MOORA method) to improve the quality of the cause criteria has resulted in the formation of effective quality implementation strategy in the higher education sector. The use of the EFQM model on cause criteria is once again a step to bring effectiveness in assessment related activities of the BLE and eventually leading to high quality in the HES. This research involves a mixed method approach to deal with quantitative and qualitative data. The human perceptions and expectations are dealt with by the use of mathematical techniques. A combination of subjectivism and objectivism is seen in the development of this framework. The result of this study has offered a framework to attain superior quality learning environment in the HES.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:714226 |
| Date | January 2015 |
| Creators | Savara, V. |
| Publisher | University of Salford |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://usir.salford.ac.uk/34064/ |
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