Self-Assessment Guide to Quality in Accessible Virtual Education: An Expert Validation

Cristian Timbi-Sisalima (), Mary Sánchez-Gordón, Salvador Otón-Tortosa and Ricardo Mendoza-González
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Cristian Timbi-Sisalima: GI-IATa, UNESCO Chair on Support Technologies for Educational Inclusion, Universidad Politécnica Salesiana, Cuenca 010102, Ecuador
Mary Sánchez-Gordón: Department of Computer Science, Østfold University College, 1783 Halden, Norway
Salvador Otón-Tortosa: Department of Computer Science, Universidad de Alcalá, 28805 Alcala, Spain
Ricardo Mendoza-González: Department of Systems and Computing, Tecnológico Nacional de México, Campus Aguascalientes, Aguascalientes 20256, Mexico

Sustainability, 2024, vol. 16, issue 22, 1-31

Abstract: The evaluation of quality in education has gained greater relevance, especially after the COVID-19 pandemic, which enhanced virtual learning and further highlighted the need for inclusive, equitable, and quality education in line with SDG 4. It has become indispensable to have evaluation models and tools supported by empirical validation to ensure their applicability and reliability in diverse educational contexts. This study addresses this need by validating a self-assessment guide designed to evaluate the quality of virtual education from an accessibility perspective. The validation process involved three phases: a preliminary phase with 4 experts to identify areas for improvement in the structure, clarity, and relevance of the content; an extended phase with 20 experts to evaluate reliability and validity; and a pilot study implemented in four higher-education institutions to verify the guide’s applicability in real environments. Reliability and validity were assessed using standard psychometric techniques, confirming high internal consistency and content validity, although some areas required clarity adjustments. The findings indicate that this guide can serve as a robust tool for institutions aiming to advance accessible and high-quality virtual education, directly supporting SDG 4’s commitment to inclusive education.

Keywords: e-learning; accessibly; quality assurance; quality in e-learning; access for all; sustainable development; validation; higher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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