Quality management in course development and delivery at the University of the West Indies Distance Education Centre
| Date | 10 July 2009 |
| Published date | 10 July 2009 |
| Pages | 264-280 |
| DOI | https://doi.org/10.1108/09684880910970669 |
| Author | Dianne Thurab‐Nkhosi,Stewart Marshall |
| Subject Matter | Education |
Quality management in course
development and delivery at the
University of the West Indies
Distance Education Centre
Dianne Thurab-Nkhosi
APAD, University of the West Indies Open Campus,
St Augustine, Trinidad and Tobago, and
Stewart Marshall
APAD, University of the West Indies Open Campus, Cave Hill, Barbados
Abstract
Purpose – In 2004, the University of the West Indies Distance Education Centre (UWIDEC) began
incorporating the use of new information and communication technologies (ICTs) in the delivery of its
programmes and courses, taking a “blended learning” approach. There is a recognition, however, of
the need to ensure the quality of the programme offerings particularly in light of the new move toward
the use of ICT. Prior to 2004, UWIDEC had implemented a set of quality assurance procedures for the
development of its print materials, however these procedures do not provide for quality in the use of
the new ICT, including web-based tools. The purpose of this paper is to describe practical mechanisms
and tools used for quality assurance processes in an evolving, dual mode university, adopting ICTs in
the provision of open and distance learning. The context and unit of analysis for the case is the
UWIDEC.
Design/methodology/approach – This paper, using a descriptive, single-case study approach,
explores the processes adopted by UWIDEC as it integrated the use of ICTs in its programme delivery.
The UWIDEC’s application of quality assurance processes and procedures is analysed in relation to
the processes and procedures outlined by the US Institute for Higher Education Policy and to a
lesser extent other institutions and associations involved in quality assurance in higher education.
Findings – In order to provide online distance education that is “fit for purpose”, an organization
must ensure: institutional support; effective course development; learner-centred interactive delivery;
support for students; support for faculty; and a system of evaluation. UWIDEC attempts to do this by
developing a series of tools which are all based on guidelines provided by international organizations
involved in quality assurance processes and procedures in higher education.
Originality/value – This paper expands on the discussion surrounding the difference between
quality assurance for conventional modes of higher education versus distance modes. It also provides
a description of a case study from a distributed, dual-mode university in small-island developing
states, while highlighting the practical tools that can be implemented in these special circumstances.
Keywords Quality assurance,Open learning, Distance learning,E-learning, Curriculum development,
Trinidad and Tobago
Paper type Case study
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0968-4883.htm
The University of the West Indies Distance Education Centre was merged in 2008 with the
School of Continuing Studies and Tertiary Level Institution Units of the UWI to form the UWI
Open Campus. This case study applies to processes and procedures which were in place prior to
the formation of the Open Campus since the Open Campus is currently reviewing procedures of
all three institutions to develop a framework for quality assurance for the new entity.
QAE
17,3
264
Quality Assurance in Education
Vol. 17 No. 3, 2009
pp. 264-280
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684880910970669
Introduction
With globalization there has been increasing pressure on tertiar y education
institutions in the Caribbean region to move towards the use of new information
and communication technologies (ICTs) to widen access to their programmes. In 2004,
the university of the West Indies Distance Education Centre (UWIDEC) began using a
blended approach to course delivery, which involved online courses as part of the
course delivery mix. Between 2004 and 2007, UWIDEC converted 34 of its courses to
the blended format. With the move to blended learning, there was recognition of the
need to ensure the quality of the programme offerings. While UWIDEC had a set of
quality assurance procedures for the development of its print materials, these
procedures did not provide for quality in the use of the new ICTs, including web-based
tools. This paper explores the quality assurance processes adopted by UWIDEC to
meet the challenges faced in course development and delivery as UWIDEC expanded
its online courses, within the context of international guidelines.
The University of the West Indies
The University of the West Indies (UWI) is a regional university, which serves 16
English-speaking territories of the West Indies. The university began teaching in 1948
as a University College affiliated with the University of London, and became an
independent university in 1962. UWI now has campuses at Cave Hill in Barbados,
St Augustine in Trinidad and Tobago and Mona in Jamaica and since 2008, the UWI
Open Campus, which is a virtual campus. The UWI currently has a total enrolment of
over 39,000 students and graduates annually approximately 5,800 students
(at undergraduate, graduate and diploma levels).
UWIDEC and distance education in the region
UWI is now a dual mode institution offering teaching by distance education as well as
face-to-face. In addition to the three “bricks and mortar” campuses, the university has
centres in all of its non-campus Caribbean countries as well as in the rural areas of
Jamaica and Trinidad and Tobago, which formed part of the network making up the
UWIDEC and are currently part of the UWI Open Campus.
UWIDEC was established in 1996 to expand the university’s initiatives in distance
education. This was in recognition of the fact that transition rates to tertiary and
university education are much lower than expected (Kambon and Busby, 2000) and this
may be due to a lack of access particularly for those prospective students living under
less privileged circumstances. Kambon and Busby (2000) point out that Caribbean
countries have made significant progress in the education sector with regard to the
provision of equal access to primary school and overall literacy rates. They point out
that in the English-speaking Caribbean, a larger share of national income is allocated to
education than in any other region of the developing world, averaging around 5.5 per
cent compared to 3.4 per cent for Latin America and 4.2 per cent for Africa (IADB, 1999).
While this is the case, expenditure on education is more focused on primary and
secondary education. UWI as a regional institution therefore recognized the need to
widen access to programmes by providing distance education options.
Through the UWIDEC network, the UWI offered degree and diploma level
programmes at 30 centres located throughout the English-speaking Caribbean.
These programmes were offered using a combination of synchronous (real time) and
Course
development
and delivery
265
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