VOL. 2, NO. 4; JULY
Table of Content

Articles

Verification of the student identity and the law on opportunity for higher education: a faculty view

Franky Williams


Abstract:

This study examined faculty familiarity with Public Law 110-315, the Higher Education Opportunity Act (HEOA) of 2008, Section 602.17, and Subsection G. This section of the HEOA addresses the challenge regarding the way in which online postsecondary institutions verify and validate that the students who are awarded college degrees actually completed the coursework. In addition to investigating the level of faculty familiarity with the law, this exploratory study sought to identify the level of student identity verification currently being utilized, the perceived need for improved methodologies, and the role of faculty in student identity verification.

Content dimension – factor – Area E – Learning Management Quality Training

Judith Carroll & Bella Adams


Abstract:

E-Learning is an emerging method in management education. The growing importance of new methods make imperative to transform learning methodologies, but quality indicators for measuring new learning techniques are not very much developed. We define a method to measure quality content, taking into consideration that technology, services, and the whole integration through e-learning methodologies are the final factors to determine the quality of any e-learning process in management education. The Assessment Test created by the taskforce must be administered by an external observer (an expert on this particular learning system) for its correct administration. On the other hand, and in order to collect the information necessary to evaluate the course, this expert will have to analyze each item in the encored test using his/her own professional experiences as a starting point. Therefore, particular attention should be paid to the didactic principles of the design and development of the Study Guide, as well as to the tools used, the relevance of the pedagogical resources implemented in the virtual classroom and the integration of the “physical” didactic part of the learning process. According to the criteria set to evaluate the course as a whole, the maximum score that can be obtained in the test is 26 points[2].

Based on a very useful example, from the scores of 30 subjects taught in a mixed model in the University of La Rioja, it can be concluded that 50% of them have obtained at least one half of the points (that is, at least 13 out of 26). Some of the more relevant data obtained in the evaluation have to do with the level of quality acquired by the education system and to measures or proposals derived from the analysis aimed at improving education on a regular basis. We see clearly that this method is an appropriate tool for our research goal: to evaluate content quality in management education.