Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes

Resumen

Carrying out the assessment of the quality of virtual education implies taking into account a set of dimensions determinant for its definition. New quality models are created in order to propose, describe and assess such dimensions. Nevertheless, these models do not always offer a common perspective when it comes to the dimensions of the assessment of the quality of virtual education. Moreover, no comparative studies have been carried out regarding those models. The purpose of this article is to carry out a comparative analysis of several models designed to assess the quality of virtual education. The article focuses on the assessment dimensions proposed by the analyzed models in order to determine those considered to be the most relevant and frequently applied. The author sums up a bibliographical research based on a comparative analysis of a number of models and assessment dimensions drafted, among others, by researchers, universities and assessment organizations. All the analyzed models have been offered to the universities in order to improve the quality of their virtual education. According to the results of the research, the most relevant assessment dimensions are: institutional context, impact/results, program/course development, program/course assessment, educators, and technological infrastructure. It should be noted that some of the dimensions are used by several existing models, while other are only used by some of them. Furthermore, the definition of each dimension may vary depending on the model. As a result, it can be concluded that there are no unified criteria to be applicable to the abovementioned dimensions.