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dc.contributor.authorSankey, Michael
dc.contributor.authorPadro, Fernando F
dc.date.accessioned2019-01-30T12:31:06Z
dc.date.available2019-01-30T12:31:06Z
dc.date.issued2016
dc.identifier.issn1756-669X
dc.identifier.doi10.1108/IJQSS-04-2016-0033
dc.identifier.urihttp://hdl.handle.net/10072/381609
dc.description.abstractPurpose This paper aims to present findings from a benchmarking exercise by 24 higher education institutions (HEIs) about the use of the Australasian Council on Open, Distance and e-learning (ACODE) Benchmarks and its benchmarking process to provide data about technology-enhanced learning (TEL) environments. Design/methodology/approach Results of the first instalment of a major benchmarking activity of the robustness of the benchmarks and of the benchmarking process itself based on two surveys provided participants, one during the collaborative session between participants from the 24 HEIs and nine months later. Findings The most important conclusion was the interest and usefulness of the benchmarks for participating HEIs, especially the sharing of information between HEIs. Six recommendations from the data indicated the desire to formally endorse the benchmarks, facilitate a formal benchmarking activity every two years, postpone the merger of four benchmarks into two and create more online tools to share practice. Research limitations/implications Data were collected and analysed through non-validated surveys based on ACODE’s need-to-know to develop baselines specific to the usefulness of the benchmarks themselves, the benchmarking process itself and next steps. Practical implications This paper provides a comparative view of how 24 universities approach online education and their use of the ACODE Benchmarks and how they facilitate HEI regulatory compliance. Social implications ACODE Benchmarks are one of few institution-wide quality improvement tools or frameworks for TEL available for universities to use. The benchmarking exercise provides a process through which HEIs can learn from each other how to improve their approaches to e-learning activities to better serve student learning needs. Originality/value Reporting of how universities seen as leading practitioners in TEL pursue good/best practice, decision-making and reporting.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherEmerald Publishing
dc.relation.ispartofpagefrom345
dc.relation.ispartofpageto362
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Quality and Service Sciences
dc.relation.ispartofvolume8
dc.subject.fieldofresearchLearning Sciences
dc.subject.fieldofresearchBusiness and Management
dc.subject.fieldofresearchcode130309
dc.subject.fieldofresearchcode1503
dc.subject.keywordsBenchmarking
dc.subject.keywordsACODE
dc.subject.keywordsBenchmarks
dc.subject.keywordsTechnology enhanced learning, TEQSA
dc.titleACODE Benchmarks for technology enhanced learning (TEL): Findings from a 24 university benchmarking exercise regarding the benchmarks’ fitness for purpose
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2016 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorSankey, Michael D.


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