This doctoral dissertation is the result of a series of studies on the quality of online and blended learning (OBL) in adult education in Flanders. The overall study was part of the project ‘Adult Learners Online!’1 financed by the ‘AGENTSCHAP INNOVEREN & ONDERNEMEN’ of the Flemish government (Project Number: IWT140029). The dissertation is composed of seven chapters. Chapter 1 provides a general introduction. This chapter addresses the internal and external quality improvement, gaps in the literature and necessities for improvements, and an overview of the research context. We then introduce a conceptual framework for quality of OBL in higher education. Chapter 1 also includes and introduction of the study objectives and scope, including the research questions, the overall research design, and, for each of the studies that have been performed, detailed research questions as well as methods used. Chapters 2 through 6 constitute the core of the dissertation2. The first four of these chapters address the development of the conceptual quality framework and its validation introduced in chapter 1 for the context of adult education. This validation process resulted in a conceptual quality model (Chapter 2), a quality instrument for the strategical adoption of OBL (qiSA-OBL) (Chapter 3), a quality instrument to assess the quality of OBL for quality assurance and to inform quality improvement (qiQA&I-OBL) (Chapter 5) and complemented with an approach for effective quality management in a conceptual model for effective CQI management of OBL (cM-eCQIm- OBL) (Chapter 4). Chapter 6 is essentially an implementation study that reports upon the implementation of the previous chapters in the field. This chapter reports about a field study in which two cases participated. The chapter is available for both cases as part of their obligation to report to the government (more specifically the Agency for Higher Education, Adult Education and training). The dissertation ends with Chapter 7 in which the main research findings are discussed, the limitations of the research are addressed and suggestions for future research and implications the practice and policy of blended learning in adult education presented.
|Qualification||Doctor of Educational Sciences|
|Award date||7 Nov 2018|
|Place of Publication||Brussels|
|Publication status||Published - 2018|