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Open AccessArticle

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

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Department of Information Technology, Saint George University of Beirut, Beirut 1100-2807, Lebanon
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Department of Biology, Saint George University of Beirut, Beirut 1100-2807, Lebanon
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Department of Computer Science, University of Lincoln, Brayford Pool, Lincoln, Lincolnshire LN6 7TS, UK
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Author to whom correspondence should be addressed.
Academic Editor: Gennady Agre
Information 2021, 12(2), 93; https://doi.org/10.3390/info12020093
Received: 14 January 2021 / Revised: 15 February 2021 / Accepted: 15 February 2021 / Published: 23 February 2021
Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent. View Full-Text
Keywords: quality assurance; outcome-based education; active learning; virtual; real-time; courses; content design; content delivery quality assurance; outcome-based education; active learning; virtual; real-time; courses; content design; content delivery
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MDPI and ACS Style

Karam, M.; Fares, H.; Al-Majeed, S. Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses. Information 2021, 12, 93. https://doi.org/10.3390/info12020093

AMA Style

Karam M, Fares H, Al-Majeed S. Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses. Information. 2021; 12(2):93. https://doi.org/10.3390/info12020093

Chicago/Turabian Style

Karam, Marcel; Fares, Hanna; Al-Majeed, Salah. 2021. "Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses" Information 12, no. 2: 93. https://doi.org/10.3390/info12020093

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