umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2024.04.036umj-1921Research ArticleУПРАВЛЕНИЕ ОБРАЗОВАТЕЛЬНЫМ ПРОЦЕССОМMANAGING EDUCATIONAL PROCESSЭволюция моделей внутреннего обеспечения качества университетских онлайн-программEvolution of Internal Quality Assurance Models for University Online ProgramsКорчакА. Э.KorchakA. E.

Корчак Анна Эдуардовна – стажер-исследователь Центра социологии высшего образования, преподаватель Департамента образовательных программ Института образования.

101000, Москва, Потаповский пер. 16/10

Anna E. Korchak – Research Assistant of Centre for Sociology of Higher Education, Teacher of Educational Programmes Department.

16/10 Potaposkiy lane, Moscow, 101000

aekorchak@hse.ruХавенсонТ. Е.KhavensonT. E.

Хавенсон Татьяна Евгеньевна – PhD об образовании; на момент подготовки статьи – доцент, главный эксперт Института образования НИУ ВШЭ; на момент публикации статьи – ассоциированный исследователь, Технион – Израильский технологический институт.

101000, Москва, Потаповский пер. 16/10

Tatiana E. Khavenson – PhD (Education); at the moment of preparation of the paper – Associate Professor, Chief Expert, Institute of Education, National Research University Higher School of Economics; at the moment of publication – Research Associate, Faculty of Education in Science and Technology.

16/10 Potaposkiy lane, Moscow, 101000

Technion

xtanya@gmail.comНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation2024210220252848294Copyright © Корчак А.Э., Хавенсон Т.Е., 20252025Корчак А.Э., Хавенсон Т.Е.Korchak A.E., Khavenson T.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1921

Массовое распространение онлайн-формата в 2020 году определило тренд на развитие онлайн-обучения и обострило проблему оценки качества дистанционных программ высшего образования. Последовавшая за этим необходимость встраиваться в постпандемийный контекст побудила вузы разрабатывать как новые онлайн-программы, так и новые подходы к работе с их качеством. Несмотря на распространение онлайн-формата, публикаций, анализирующих эволюцию внутренних механизмов обеспечения качества в таких контекстах, недостаточно. В данном исследовании рассматривается динамика зарождения и изменения моделей внутренней оценки и обеспечения качества университетских онлайн-программ с 2009 по 2023 гг. В работе сравниваются 17 моделей, ориентированных на различные аспекты образовательного процесса, что позволяет проследить эволюцию внутренних механизмов обеспечения качества. Анализ проводится на основе параметров, выявленных в процессе изучения литературы, а также непосредственно в ходе проведения исследования. Результаты позволяют выделить три периода развития моделей: пробный, переходный и современный. Выявлены образовательные аспекты, которые присутствуют во всех моделях выборки (технологии, студентоцентрированный дизайн и преподавание в онлайн), и те, которые характерны только для части из них (разработка среды, повторное использование ресурсов, поддержка студентов, преподавателей и сотрудников, коммуникация). Приведено описание эволюции каждого из аспектов в рамках выявленных периодов, описана их связь с концептом качества в онлайн-среде. Данная работа может быть полезна исследователям в области обеспечения качества, руководителям высших учебных заведений и специалистам по образовательной политике.

The widespread adoption of online formats in 2020 established a trend towards the development of online education and intensified the issue of assessing the quality of distance higher education programs. The subsequent necessity to adapt to the post-pandemic context prompted universities to develop both new online programs and innovative approaches to managing their quality. Despite the proliferation of online formats, there is a lack of publications analyzing the evolution of internal quality assurance mechanisms in such contexts. This study examines the dynamics of the emergence and transformation of internal evaluation and quality assurance models for university online programs from 2009 to 2023. The research compares 17 models focused on various aspects of the educational process, thereby tracing the evolution of internal quality assurance mechanisms. The analysis is conducted based on parameters identified through a literature review as well as during the course of the research itself. The results allow for the identification of three developmental periods for these models: experimental, transitional, and contemporary. Educational aspects that are present in all models within the sample (technologies, student-centered design, and online teaching) are distinguished from those characteristic only of some models (environment development, resource reuse, support for students, faculty, and staff, and communication). A description of the evolution of each aspect within the identified periods is provided, along with their connection to the concept of quality in online environments. This work may be beneficial for researchers in the field of quality assurance, higher education administrators, and educational policy specialists.

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The authors declare that there are no conflicts of interest present.