Quality Improvement in Virtual Higher Education: A Grounded Theory Approach


Rouhollah MAHDIUON
Davoud MASOUMI
Maghsoud FARASATKHAH


ABSTRACT
The article aims to explore the attributes of quality and quality improvement including the process and specific actions associated with these attributes – that contribute enhancing quality in Iranian Virtual Higher Education (VHE) institutions. A total of 16 interviews were conducted with experts and key actors in Iranian virtual higher education. A constant comparative analysis was adopted to construct a grounded theory model. Drawing on the experiences and perspectives of key actors and experts closely associated with quality in e-learning, a paradigm model for quality improvement in virtual higher education institutions was developed. The model articulates causal conditions, action/interaction strategies, consequences, contextual factors and intervening environments. Interestingly, quality of learning, i.e. deep learning was the core phenomenon in quality of virtual higher education institutions.


KEYWORDS: Quality improvement, e-learning, learning quality, grounded theory and virtual higher education.


DOI : 10.17718/tojde.285720 
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