Page 101 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 101
Digital Standard for the Design of Inclusive and Effective Online Courses in Higher Education
Assessment-orientated models provide structured approaches to evaluate
the quality and effectiveness of digital education (Campbell et al., 19; Mani-
an & Pius, 3). They ensure that online courses achieve defined learning ob-
jectives and improve student performance. Their empirical validation in fully
digital learning environments, however, remains limited, raising concerns
about their applicability to contemporary, technology-enhanced pedago-
gies. Furthermore, some models prioritise institutional assessment measures
over student-cantered assessment, overlooking formative learning processes
that contribute to long-term knowledge retention (Morris et al., 1).
Technological frameworks broaden the scope of digital learning by ad-
dressing the scalability and adaptability of digital education (Choi-Lundberg
et al., 3; Wang et al., 15). They offer critical perspectives on how digital
tools support learning, increase interactivity and improve accessibility. While
these models recognise the dynamic nature of educational technology, they
often focus on the logistics of implementation rather than pedagogical co-
herence (Chugh et al., 3).
Assessment-centred models offer structured approaches to feedback and
performance evaluation (Marciniak, 18; Kerman et al., 4). Peer-assess-
ment models promote reflective learning and active student engagement,
while integrative assessment models enable course evaluation. Their com-
plexity can hinder practical implementation, as extensive indicators and met-
rics require significant institutional resources (Fleckney et al., 5). Further-
more, these models often assume a uniform level of digital literacy among
students, overlooking the diverse backgrounds and technological capabili-
ties that exist across the higher education settings (Ortega-Ruipérez & Cor-
rea-Gorospe, 4).
The synthesis of these models show the need for an integrated approach
that combines pedagogical principles, technological innovation and system-
atic evaluation. While each of these models provides valuable insights, their
limitations point out the need for a digital standard that aligns instructional
design with learner needs, assessment strategies and scalable technological
solutions.
The development of an innovative digital standard for digital education
could combine a balanced approach that incorporates both theoretical and
practical insights. The Community of Inquiry and Community of Practice
frameworks provide theoretical foundations for collaborative and interactive
learning and emphasise social and cognitive engagement. Kirkpatrick’s mod-
el (Campbell et al., 19) and DIGIQUAL (Manian & Pius, 3) provide quality
assurance mechanisms that ensure measurable learning outcomes and stu-
11
