Quality evaluation of blended modality in Higher Education: a systematic literature review
Abstract
In recent decades, Higher Education has been on a journey towards virtualization, resulting in the emergence of new education modalities based on the Internet, such as online and blended education. This has given rise to the need to develop evaluation models and experiences in order to assess the quality of these modalities, which in turn has led to an increase in the scientific literature in this field. Considering this scenario, the present study aimed to build the state of the art in the field of quality evaluation of virtual education in the higher level, particularly with regard to the blended modality, for which the methodology of systematic review of the literature was implemented in the scientific production published between 2015 and 2021. The results show an inclination towards a partial conception of evaluation, focused on the quality of concrete training actions and specific aspects of virtual education, as are the subjects and LMS platforms, in substitution of a global perspective, also oriented towards online education and without a clear distinction between this and the blended modality.
Downloads
References
Alizadeh, M., Mehran, P., Koguchi, I. & Takemura, H. (2019). Evaluating a blended course for Japanese learners of English: why Quality Matters. International Journal of Educational Technology in Higher Education, 16(6). https://doi.org/10.1186/s41239-019-0137-2
Altun Turker, Y., Baynal, K. & Turker, T. (2019). The evaluation of Learning Management Systems by using Fuzzy AHP, Fuzzy TOPSIS and an integrated method: A case study. Turkish Online Journal of Distance Education, 20(2), 195-218. https://doi.org/10.17718/tojde.557864
Ardila, J. Y. & Ruiz, E. M. (2015). Tres dimensiones para la evaluación de sistemas de gestión de aprendizaje (LMS). Zona Próxima, 22, 69-86. https://doi.org/10.14482/zp.22.6025
Bañuelos, A. M. & Montero, G. (2017). La evaluación de la educación a distancia. Propuesta de una guía para la autoevaluación. Hamut´ay, 4(1), 31-44. https://doi.org/10.21503/hamu.v4i1.1394
Balakrishnan, A., Puthean, S., Satheesh, G., M. K., U., Rashid, M., Nair, S., et al. (2021). Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis. PLoS ONE, 16(6). https://doi.org/10.1371/journal.pone.0252461
Balpuesta, J. A. (2017). Contextualización y marco normativo. En M. F. García (Comp.), Evaluación y acreditación de programas educativos virtuales en México, experiencias y buenas prácticas (pp. 11-35). Universidad de Guadalajara. https://bit.ly/2RD8wpR
Baradaran, V. & Ghorbani, E. (2020). Development of fuzzy Exploratory Factor Analysis for designing an e-learning service quality assessment model. International Journal of Fuzzy Systems, 22, 1772–1785. https://doi.org/10.1007/s40815-020-00901-1
Bashir, A., Bashir, S., Rana, K., Lambert, P. & Vernallis, A. (2020). Post-covid-19 adaptation; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the Higher Education setting. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.711619
Bates, A. W. (2019). Teaching in a Digital Age (2da edición). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Cantabella, M., Martínez-España, R., López, B. & Muñoz, A. (2020). A fine-grained model to assess learner-content and methodology satisfaction in distance education. International Journal of Interactive Multimedia and Artificial Intelligence, 6(4), 87-96. https://doi.org/10.9781/ijimai.2020.09.002
Cardona-Román, D., Sánchez-Torres, J. & Duart, J. (2018). Model for measuring the implementation of online programs in Higher Education. Journal of e-Learning and Knowledge Society, 14(2), 289-202. https://bit.ly/3krYZhQ
Chan Núñez, M. E. (2016). La virtualización de la educación superior en América Latina: entre tendencias y paradigmas. RED-Revista de Educación a Distancia, 48. https://doi.org/10.6018/red/48/1
Casanova, D. & Gonçalves, A. A. F. (2017). A model for discussing the quality of technology-enhanced learning in blended learning programmes. International Journal of Mobile and Blended Learning, 9(4). https://doi.org/10.4018/ijmbl.2017100101
Dziuban, C., Graham, C., Moskal, P., Norberg, A. & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15:3. https://doi.org/10.1186/s41239-017-0087-5
Flores, K. & López, M. C. (2019). Evaluación de cursos en línea desde la perspectiva del estudiante: Un análisis de métodos mixtos. Perspectiva Educacional. Formación de Profesores, 58(1), 92-114. DOI: https://doi.org/10.4151/07189729-vol.58-iss.1-art.813
García-Aldeco, A., Guzmán Flores, T., Martínez Pérez, S. & González Martínez, J. (2020). Evaluación cualitativa de programas a distancia: experiencia de la facultad de enfermería - Universidad Autónoma de Querétaro. Revista Científica Electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 20(1), 59-87. https://doi.org/10.30827/eticanet.v20i1.15522
García Aretio, L. (2018). Blended learning y la convergencia entre la educación presencial y a distancia. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 09-22. https://doi.org/10.5944/ried.21.1.19683
García Soto, G. Y., García López, R. I. & Lozano Rodríguez, A. (2020). Calidad en la educación superior en línea: un análisis teórico. Revista Educación, 44(2). https://doi.org/10.15517/revedu.v44i2.39714
Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10454-x
Gómez Vargas, M., Galeano Higuita, C. & Jaramillo Muñoz, D. A. (2015). El estado del arte: una metodología de investigación. Revista Colombiana de Ciencias Sociales, 6(2), 423-442. https://doi.org/10.21501/22161201.1469
Hamid, F. S. & Yip, N. (2019). Comparing service quality in public vs private distance education institutions: evidence based on Malaysia. Turkish Online Journal of Distance Education, 20(1), 17-34. https://doi.org/10.17718/tojde.522368
Hubackova, S. & Semradova, I. (2016). Evaluation of blended learning. Procedia - Social and Behavioral Sciences, 217, 551-557. https://doi.org/10.1016/j.sbspro.2016.02.044
Kälberer, N., Petendra, B., Böhmer, C., Schibelbein, A. & Beck-Meuth, E. M. (2016). Evaluation process and quality management in a blended-learning bachelor's programme. Procedia - Social and Behavioral Sciences, 228, 131-137. https://doi.org/10.1016/j.sbspro.2016.07.019
Kitchenham, B. (2004). Procedures for performing systematic reviews (Technical Report TR/SE-0401). Keele University. https://bit.ly/2FEAqPS
Long, M. & Chei Sian, L. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(2). https://doi.org/10.1111/jcal.12579
Liu, Y. (2021). Blended learning of management courses based on learning behavious analysis. International Journal of Emerging Technologies in Learning, 16(9), 150-165. https://doi.org/10.3991/ijet.v16i09.22741
Luna Serrano, E., Ponce Ceballos, S., Cordero Arroyo, G. & Cisneros-Cohernour, E. (2018). Marco para evaluar las condiciones institucionales de la enseñanza en línea. Revista Electrónica de Investigación Educativa, 20(2), 1-14. https://doi.org/10.24320/redie.2018.20.2.2072
Makhoul, S. A. (2019). Higher education accreditation, quality assurance and their impact to teaching and learning enhancement. Journal of Economic and Administrative Sciences, 35(4). https://doi.org/10.1108/JEAS-08-2018-0092
Marciniak, R. (2018). Quality assurance for online higher education programmes: design and validation of an Integrative Assessment Model applicable to Spanish Universities. International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3443
Marciniak, R. & Gairín Sallán, J. (2017). Un modelo para la autoevaluación de la calidad de programas de educación universitaria virtual. RED-Revista de Educación a Distancia, 54:2. https://doi.org/10.6018/red/54/2
Marciniak, R. & Gairín Sallán, J. (2018). Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes. RED. Revista de Educación a Distancia, 21(1), 217-238. https://doi.org/10.5944/ried.21.1.16182
Markova, T., Glazkova, I. & Zaborova, E. (2017). Quality issues of online distance learning. Procedia - Social and Behavioral Sciences, 237, 685-691. https://doi.org/10.1016/j.sbspro.2017.02.043
Marković, S. V. & Milošević, L. R. (2021). Evaluating distance education in Serbia during the COVID-19 pandemic. Problems of Education in the 21st Century, 79(3), 467-484. https://doi.org/10.33225/pec/21.79.467
Mazohl, P. & Makl, H. (2016). About the project. En P. Mazohl y H. Makl (Eds.), Blended learning quality - Concepts optimized for adult education (pp. 23-37). Mazohl Publish.
Mazohl, P. & Reitano, L. (2016). Our understanding of blended learning. En P. Mazohl y H. Makl (Eds.), Blended learning quality - Concepts optimized for adult education (pp. 23-37). Mazohl Publish.
Mejía Madrid, G. S. (2019). El proceso de enseñanza aprendizaje apoyado en las tecnologías de la información: modelo para evaluar la calidad de los cursos b-learning en las universidades [Tesis doctoral, Universidad de Alicante]. https://bit.ly/3c9JFU0
Mejía, J. F. & López, D. (2016). Modelo de calidad de e-learning para Instituciones de Educación Superior en Colombia. Formación Universitaria, 9(2), 59-72. https://doi.org/10.4067/s0718-50062016000200007
Mirriahi, N., Alonzo, D. & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23. https://doi.org/10.3402/rlt.v23.28451
Molina Montoya, N. P. (2005). ¿Qué es el estado del arte? Ciencia y Tecnología para la Salud Visual y Ocular, 5, 73-75. https://doi.org/10.19052/sv.1666
Nsamba, A. & Makoe, M. (2017). Evaluating quality of students' support services in open distance learning. Turkish Online Journal of Educational Technology, 18(4), 91-103. https://doi.org/10.17718/tojde.340391
Nută, A. C. & Pușcă, A. C. (2017). An assessment of distance learning education platform options and opportunity. Journal of Public Administration, Finance and Law, Número Especial 3/2017, 60-66. https://bit.ly/2XRQmYs
OEI. (2020). Guía iberoamericana para la evaluación de la calidad de la educación a distancia. Autor.
Ortiz-López, A., Olmos-Migueláñez, S. & Sánchez-Prieto, J. C. (2021). Calidad en e-Learning: Identificación de sus dimensiones, propuesta y validación de un modelo para su evaluación en Educación Superior. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 225-244. https://doi.org/10.5944/ried.24.2.29073
Pontoriero, F. A. (2021). E-learning en la educación superior argentina - Modelo de evaluación de calidad a partir del aporte de referentes clave. Virtualidad, Educación y Ciencia, 22(12), 22-45. https://bit.ly/3uayHXv
Priyogi, B., Santoso, H. B., Berliyanto & Hasibuan, Z. A. (2017). Analysis of open education service quality with the descriptive-quantitative approach. TOJET: The Turkush Online Journal of Educational Technology, 16(3), 23-35. https://bit.ly/3gdVUkX
Radu, M. C., Schnakovszky, C., Herghelegiu, E., Ciubotariu, V. A. & Cristea, I. (2020).The impact of the COVID-19 pandemic on the quality of educational process: a student survey. International Journal of Environmental Research and Public Health, 17. https://doi:10.3390/ijerph17217770
Ramos Azcuy, F. J. (2020). Indicadores de la calidad del e-learning. Revista Contribuciones a las Ciencias Sociales, 3. https://bit.ly/3i7RgXn
Rubio, M. J. (2003). Enfoques y modelos de evaluación del e-learning. RELIEVE, 9(2), 101-120. https://doi.org/10.7203/relieve.9.2.4332
Salas Soto, M. (2016). Concepciones y percepciones de la calidad del e-learning en América Latina [Tesis doctoral, Universitat de Barcelona]. https://bit.ly/32EjFNA
Salinas, M. I. (2017). Gestión de la evaluación del desempeño docente en aulas virtuales de un proyecto de blended-learning. Ciencia, Docencia y Tecnología, 28(54), 100-129. https://bit.ly/3cl8uhd
Sebastián, J. (2017). Dilemas en torno a la internacionalización de la educación superior. Educación Superior y Sociedad, 21(21), 119-145. https://bit.ly/3pqr0tG
Soler Morejón, C. D. & Borjas Borjas, F. (2020). Experiencias del b-learning en el curso “Pedagogía básica para la Educación Superior”. Educación Méxica Superior, 34(4): e2035. https://bit.ly/3kPm4OJ
Tapia Nin, C. E. (2015). Modelo para evaluar la oferta de los estudios de grado en la modalidad de enseñanza semipresencial [Tesis doctoral, Nova Southeastern University]. https://bit.ly/3muXHo6
Tobías Martínez, M. A., Fuentes Esparrell, J. A., Feriche Rodríguez, I., & Álvarez Jiménez, F. J. (2020). Evaluación de la calidad en servicios de educación superior a distancia: Escala SERVQUAL y análisis factorial. Revista Científica Electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 20(2), 306-335. http://dx.doi.org/10.30827/eticanet.v20i2.16144
Tolmachev, O. M., Starodumov, L. L., Nesova, N. M., Kotovchikhina, N. D., & Magomedov, R. M. (2021). The policy of quality assurance of university e-education in Europe and Latin America. Revista Tempos e Espaços em Educação, 14(33). http://dx.doi.org/10.20952/revtee.v14i33.16108
Torres-Carrión, P. V., González-González, C. S., Aciar, S., & Rodríguez-Morales, G. (2018). Methodology for systematic literature review applied to engineering and education [Conferencia]. IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Islas Canarias, España. https://doi.org/10.1109/EDUCON.2018.8363388
Urbina, A. & Morel, M. (2017). El estado del arte / estado de la técnica y la investigación científica y tecnológica. Portal de la Ciencia, (13), 11-15. https://doi.org/10.5377/pc.v13i0.5917
Vlachopoloulos, D. (2016). Assuring quality in e-learning course design: the roadmap. International Review of Research in Open and Distributed Learning, 17(6), 183-205. https://doi.org/10.19173/irrodl.v17i6.2784
Copyright (c) 2021 Arnoldo Lizárraga Juárez, Rocío Edith López Martínez, Evangelina López Ramírez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
