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This chapter elaborates different views on quality process and provide overview of different quality frameworks and practices used. the different dimensions related to the quality of MOOCs. First, four different kinds of perspectives are identified as 1) learner’s point of view ; 2) pedagogical framework of MOOCs ; 3) input elements 4) output measures. Second, a worldwide review to quality models of online education is discussed along with more holistic quality labels. The importance of a national or international quality framework which carries with it a certification or label is illustrated with the OpenupEd Quality label.
The concept of online education quality can be interpreted from various perspectives many dimensions. One perspective is the quality of products and/or of processes. Quality can be viewed from the perception of many stakeholder involved (“in the eye of the beholder”): not only learners and educators, but also higher education institutions (HEIs) and MOOCs platform providers, quality agencies, government, potential employers and others who might recognise achievement in a MOOC. This multi stakeholders perspective considers quality as “conformance to requirements” (Crosby, 1979). Assuming the existence of a set of requirements that an institution is offering to MOOCs and of its learners, this perspective is described in such a way that no misunderstanding is possible.
Another perspective concerns “fitness for use” (Juran, 1998). For a MOOC, this formulation assumes a group of users, within which everyone has their own requirements and expectations of MOOCs. Although both views appear to be unrelated, they complement each other in reality. In addition, Nordkvelle, Fossland & Nettleland (2013) states that quality could be examined from the macro (national/global), meso (institutional) and micro (course/module) level.
Consequently, quality assurance of MOOCs cannot be easily standardised. Even within one single MOOC there is not any uniform aim among actors involved (institution, responsible teaching staff and participants). Since MOOCs are designed for various target groups– even within one target group– motivations and intentions of MOOC participants vary greatly. Hence, quality systems will differ by the level and the aim.
Quality of MOOCs can be considered from the following four dimensions (see also Jansen et al, 2016):
- Quality from the learner’s point of view.
- A participant might select a MOOC based a notion of brand reputation attached to the MOOC platform, such as the originating institution, and the course author.
- Other quality dimensions are needed, such as one that is related to learner satisfaction. Some MOOC portals enable people to rate different MOOCs by their platforms and providers.
- Considering quality from the perspective of learners requires an engagement with diverse goals, expectations, learning behaviours, and abilities of learners to facilitate their own learning.
- MOOCs attract a diverse range o