The need for determining and maintaining quality in the process of designing, developing and delivering online courses is becoming an important issue for universities and institutions worldwide. Teaching online may be a different process to conventional teaching, involving possible changes to pedagogy and teaching practice such as learner-centered education and collaborative learning. According...

This paper begins by reviewing some of the different models of third-party observation of university teaching that can be found in the literature. Having analysed these, it argues that if ‘peer’ is taken to indicate equality of status only one is genuinely a model of peer-observation. It proposes an alternative categorisation of third-party observations of teaching dependant on who controls the...

The variety of didactic methods and approaches to teaching, which can stimulate and unlock learning potential, is recognised as influence of pluralist teaching. Pluralism in teaching is determined by various methods which can improve the quality of learning and make teaching more active, interesting, of high-quality and complete. The authors of this paper wanted to examine which teaching strate...

The cultivation target of physical education major in normal universities is mainly physical teachers’ qualification in basic education. Training of teaching-plan-telling on students of sports teaching major in normal universities has significant meaning to enhance the quality of students in a comprehensive way, realize the target of professional education and facilitate students of sports in n...

High quality data and information are essential for decision-making; yet there is little focus on the inclusion of information quality in the current business curriculum. Quality issues are addressed in the introductory IS course but may not be seen again. This paper reviews current texts for inclusion of quality and notes little change in the model curriculums inclusion of quality. Suggestions...

The extensive research on teacher quality has led to two conclusions. First, there are large and significant differences among teachers in terms of their capacity to improve student achievement. Second, these differences are not captured by common measures of teacher qualifications (E.A. Hanushek, Teacher quality, in: L.T. Izumi, W.M. Evers (Eds.), Teacher Quality, Hoover Press, Palo Alto, CA, ...