Survey on Quality Assurance Standards for Online Teaching of HE in the Asia-Pacific Region

Dear administrators, teachers, students and QA experts:
        As online teaching has become an increasingly important part of higher education during and after the COVID-19 pandemic, it is crucial to develop quality assurance(QA) standards for online teaching. This survey is to find out your satisfaction of online teaching and the importance of the key elements of online teaching.
       Please spend 10 minutes filling in the survey truthfully! Your opinion is very important for the research. Let’s work together to improve the quality of online teaching!
APQN Research Group
Part 1: Basic Information
*1.
You are from:
*2.
You are: 【多选题】
*3.
How many online-teaching courses have you participated in since the outbreak of COVID-19?
*4.
How many online-teaching modes have you participated in since the outbreak of COVID-19? 【多选题】
Part 2: Your Satisfaction of Online Teaching
Please choose your satisfaction degree on all aspects of online teaching based on your own experiences. (On a scale of 1 to 5: 1)very dissatisfied; 2)dissatisfied; 3)neutral;4)satisfied; 5) very satisfied)
（Ps：If you haven't been directly involved in online teaching since the outbreak of COVID-19, you can make a choice based on what you know about that,or you can choose to be neutral.）
*5.
Please evaluate the support services for online teaching in one of the following 5 scales:
Very dissatisfiedDissatisfiedNeutralSatisfiedVery satisfied
The policy support and services for online teaching from your HEI, e.g. online teaching methods and technical training, feedback channels, etc.
The support of online teaching platform and technology, e.g. terminal equipment, network speed, stability, function.
The support of teaching resources(online and offline), e.g. availability, accessibility, enrichment and update of resources.
Overall evaluation of online-teaching support services
*6.
Please evaluate the teachers' online teaching behaviors in one of the following 5 scales:
very dissatisfiedDissatisfiedNeutralSatisfiedVery satisfied
Teachers' information literacy, e.g. the use of online teaching platform and the analysis of students' behaviors using large data.
Teachers' attitudes and input to conduct online teaching.
Teachers' ability of online teaching design, e.g. the arrangement of teaching contents, teaching methods and the design of teaching links.
Specific behaviors in online teaching process, e.g. teaching progress, concern about students' needs, teachers-and-students interaction, the assignment and homework assessment.
Teachers’ assessments to students, e.g. subject, criteria, the feedback and utilization of the assessment findings.
Overall evaluation of teachers' online teaching
*7.
Please evaluate students' online learning performance in one of the following 5 scales:
Very dissatisfiedDissatisfiedNeutralSatisfiedVery satisfied
Students' attitudes and input to participate in online learning.
Specific behaviors in the process of online learning, e.g. the initiatives to answer questions, cooperation among students and the completion of learning tasks.
Students' improvement of knowledge and ability after online teaching, e.g. grades, achievements, information literacy.
Overall evaluation of students' online learning performance
Part 3: Importance of Key Elements of Online Teaching
According to the degree of importance, please carefully compare and rate the following quality assurance standards for online teaching made by APQN in December 2020.
*8.
Please choose the most appropriate score.
completely unimportantunimportantneutralimportantvery important
HEIs have at least one online-teaching department with necessary regulations, such as “Guideline for Online Teaching”.
HEIs have online teaching platform technology, administration and other support services, including online counseling, teaching, technology, technical training, etc.
E-teaching administration platforms have availability and reliability, including good web response, linkage, navigation and positioning, etc.
Adequacy of online teaching resources, such as access to online teaching resources (both online and offline).
Openness and sharing of online teaching resources, such as access to teaching resources outside campus.
Publicity of information, such as the release of reliable, complete and up-to-date online-teaching information, including qualification recognition, teaching objectives, credits, requirements, assessment methods, timetable and so on.
Sustainability of online-teaching platforms and teaching software.
Sustainability of online-teaching materials development and academic approaches.
Sustainability of teachers and trainers skills, and HEIs' active responses to online teaching.
completely unimportantunimportantneutralimportantvery important
Online-teaching goals are clear, and teaching contents meet students' needs.
There are various modes of online teaching, such as "online teaching", "blended teaching" (online + offline).
Appropriateness of online-teaching media (the most appropriate teaching forms for different types of courses), such as “recorded teaching”, “live teaching”.
Teaching design emphasizes the use of online platform to attract learners' attention, strengthen the interactions between teachers and learners, and highlight "learner-centered" education concept.
Comprehensiveness of the online-teaching content, covering all teaching objectives, orientation, navigation, schedule and outcomes, such as online activities and assignments are clearly explained.
Regularity of online teaching, such as the accessibility of courses.
Effectiveness of interactive communication and feedback between teachers and learners, among learners, including the use of platforms, forums, emails, interactive groups and other communication channels, etc.
Trace ability of teaching platform, including records of learning track, progress, task, etc.
Ensure that the teachers are qualified and appropriately trained to deliver high-quality learner support in the online environment and assessment.
Ability of web-based teaching design and innovation of online teaching, e.g. each online course has an open and clear syllabus, which can innovate previous teaching.
completely unimportantunimportantneutralimportantvery important
Control ability of online classroom under the web-based environment, e.g. being skillfully use network platform and technology to successfully complete teaching tasks.
Ability of online-teaching evaluation and reflection in the information age, e.g. ability to analyze teaching effect, making rules for students to study and to be in exams honestly, and taking the measures to prevent plagiarism.
Ability to continuously improve information ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc.
Assignments assigned by teachers are related to the online-teaching contents and learners' learning outcomes.
Learners' initiative and enthusiasm, being able to regularly know their own online learning rate, browsing frequency, interaction, assignment completion and other information.
Assignments can promote learners' critical thinking, self-reflection and problem-solving ability, and the explicit scoring rules can help learners know how to score themselves.
Learners receive an orientation session to the online environment and technical requirements for studying on the course, prior to the commencement of learning and teaching activities and assessment as well.
Ability to acquire, manage and integrate online teaching information by using data technology and communication tools.
Evaluation ability of online learning, usage of network technology or IT tools to improve their own learning and evaluation efficiency.
Ability to continuously improve network ethics and information literacy, including academic integrity, moral behaviors, electronic security measures, etc.
completely unimportantunimportantneutralimportantvery important
Submission of learners' learning outcomes (SLOs), such as course papers and curriculum design.
Teaching and learning outcomes and qualification recognitions, e.g. SLOs' display, teaching achievement awards and online excellent course.
HEI’s report on success stories of online teaching to a central office which could share these with other entities in the HEI.
Realization of online teaching to achieve the expected teaching and learning outcomes.
Achievement of online teaching outcomes, including passing rate, dropout rate and others.
Improvement of learners' problem-solving ability and learners’own development.
Learners' satisfaction with online teaching.
Teachers' and learners' overall satisfaction with online teaching.
Formative assessment, e.g. pre-online teaching, mid-term assessment and online tracking records.
Summative assessment, e.g. final assessment at the end of online teaching.
completely unimportantunimportantneutralimportantvery important
Developmental assessment, e.g. assessment results promoting quality of online teaching and the improvement of teachers and students.
Teachers' mutual assessment online, i.e. a peer assessment mechanism.
Supervisors' online teaching assessment, such as supervisors' entering online classrooms to assess.
Learners' online teaching assessment, learners can assess each online course.
HEIs, schools and departments have the mechanism of regularly monitoring and evaluating the online teaching quality.
HEIs, schools and departments publish the assessment results publicly.
Both teachers and learners can use the assessment results for future quality improvements of online teaching and learning.
9.
If you are interested in this study, please write down your email address and we will send you a summary of the survey later on.
Thank you sincerely for your support and participation!
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