Online higher education is reshaping educational paradigms, offering a preferred option for "non-traditional" students due to its flexibility and ability to overcome geographical, economic, and social barriers.
However, it faces challenges such as persistent biases about its quality and the need for models that evaluate its unique characteristics, incorporating dimensions like equity, accessibility, and work-life balance.
This study aims to conceptualize the quality of Online Higher Education (OHE) from the perspectives of students, teachers, and institutional stakeholders in Chile. It reveals a coexistence of traditional approaches (such as accreditation and standardization) and emerging ones (such as flexibility and pedagogical design), highlighting a tension between institutional views and the practical experiences of those involved.
Flexibility emerges as a central concept—not only as an inherent advantage of OHE but also as a defining axis of its quality. This study advocates for integrating contextual, pedagogical, and subjective elements into quality assessments, fostering a more equitable and adaptable approach aligned with contemporary digital and social realities.
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How to cite: Sepúlveda-Parrini, P., Pineda-Herrero, P., & Valdivia-Vizarreta, P. (2024). Key concepts for quality in online higher education. [Conceptos claves para la calidad de la educación superior online]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 319-343. https://doi.org/10.5944/ried.27.1.37633
