Quality in Distance Learning: A Question of Perspectives?
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Abstract
With this article, we enrich the debate on what is meant by "quality" in distance education, based on the assumption that there is no unanimous and easily controllable conception of quality. To this end, we conducted a survey of 12 actors in a distance university who play different roles in course design, media coverage and dissemination, student supervision and evaluation, and finally, academic coordination and management. Our results show that each actor's definition of quality depends mainly on their role in distance education, but that certain conceptions are nevertheless shared.
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