A quarterly publication of AQU Catalunya
Without a doubt, this is one of the major issues facing higher education today: how can we measure the quality of an activity as complex as teaching and, above all, learning in virtual environments?
The rapid transition to virtual learning in STEM (science, technology, engineering, and mathematics) has created new opportunities for flexibility and innovation. However, it has also presented significant challenges, including reduced social interaction, an increased need for students to be more autonomous in their learning, and the development of new methods for assessing teaching effectiveness and student learning outcomes. Without a doubt, this is one of the major issues facing higher education today: how can we measure the quality of an activity as complex as teaching and, above all, learning in virtual environments?
In an attempt to respond to this challenge, the REMOTE project (Assessing and Evaluating Remote Learning Practices in STEM) has conducted extensive empirical research using different methodologies, including a large-scale survey of teachers and students at various European universities, case studies, and more than 50 in-depth interviews with international experts in assessment. This approach has enabled the identification of best practices, shared challenges and opportunities for improvement in current university teaching evaluation systems.
Of all the deliverables produced by the REMOTE study, I would particularly like to highlight the teaching assessment guide, Guidelines for remote assessment in STEM, as a framework document that offers a comprehensive set of indicators and recommendations for evaluating the effectiveness of virtual teaching. This document provides specific guidance to help both external assessment agencies and, above all, universities themselves to define the most appropriate criteria and dimensions for improving assessment processes in virtual environments. In my view, its primary beneficiaries will undoubtedly be universities and their students, because even if institutions remain hesitant to assess themselves directly against its criteria, it can serve as a benchmark to help identify the aspects, indicators and evidence that they should be considering when planning new initiatives: virtual teaching policies, transparency and integrity, student support, accessibility and equity in access to technology and information management, etc. Looking ahead, it will be vital to ensure that none of these aspects are overlooked or, at the very least, to be aware of any shortcomings a project may have.
The document was prepared with the support of three external assessment agencies (AQU Catalunya, ANVUR from Italy, and A3ES from Portugal), and will be publicly available to all interested institutions. Furthermore, thanks to the support of the ENQA, we hope that it will become a benchmark for the entire European Higher Education Area.
The ultimate goal is not only to improve student assessment but, above all, to improve the quality of teaching offered to them, as better assessment leads to better teaching and, consequently, better learning.
You can find up-to-date information about the project on this website.