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course quality assurance course development higher education plan do check act cycle

Optimizing Quality Approaches and Investigating Lecturers' Perception for Course Quality Assurance in Higher Education

Ngoc Thi-Nhu Bui , Pratchayapong Yasri

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learni.

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Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education.

Keywords: Course quality assurance, course development, higher education, Plan-Do-Check-Act cycle.

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