“Concerns about privacy, both for themselves and for their students, and about maintaining the class as a private space for free and open discussion, have been at the top of the list of concerns in all of the reports. Until faculty feel that this issue has been addressed, the wide-scale adoption of commercial social media tools in the classroom will remain limited. Concerns about the integrity of student submissions also cast a shadow on the adoption of these tools.” (p 3)
“Only half of those who signed up watched even one lecture, and only 4 percent stayed long enough to complete a course. Further, the audience for MOOCs already had college degrees so the promise of disrupting higher education failed to materialize. The MOOC providers argue that completion of free courses is the wrong measure of success, but even a controlled experiment run by San Jose State with paying students found the courses less effective than their old-school counterparts.”
“Far from realizing the high ideals of their advocates, MOOCs seem to be reinforcing the advantages of the ‘haves’ rather than educating the ‘have-nots’.” (p 342)
“… the emphasis has shifted from block intake, where classes start and finish as a unit, to continuous intake where students enter a program as frequently as a vacancy occurs in the program … The instruction had to become individualized to accommodate students at different levels.” (p 36)
“… a societal trend toward extended adolescence permits parents to become involved in increasingly overt ways.” (p 3)
“The findings suggest that, in the case of transnational education partnerships between Australian and Thai universities, managers believe national culture affects both the academic and operational management of their transnational higher education programs.” (p 67)
The key focus of this paper will be to consider the role and participation of stakeholders in post-secondary education in implementing a quality circle approach for teaching and learning feedback. To arrive at that discussion, this paper will consider several shortcomings of existing methods of evaluation of teaching, particularly those of anonymous, summative student surveys often called student evaluation of instruction (Merritt, 2008).
“It is easy to establish a quality circle. At the beginning of a term, announce that a quality circle will be used to provide feedback about your teaching, the classroom experience, and student performance in class.” (p 426)