Quality Assurance, Communication, and Group Dynamics in Education

This report delves into the critical aspects of quality assurance and communication within educational settings. It begins by defining quality assurance and quality improvement, highlighting their roles in maintaining and enhancing educational standards. The report then explores the significance of communication in teaching and learning, examining various communication models and their effectiveness in conveying information to students. A case study is presented to illustrate communication challenges and potential improvements. Furthermore, the report investigates the dynamics of group communication, discussing theories, principles, and the impact of group interactions on learning outcomes. It addresses the assessment process within the quality cycle, emphasizing the importance of feedback and continuous improvement. The report concludes with recommendations for enhancing teaching practices, including the use of technology and alternative communication methods, to foster a more engaging and effective learning environment.

Theories, principles
And
Models in education and
training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 3............................................................................................................................................1
1. What is quality assurance and quality improvement?.............................................................1
2. Role in the quality improvement and quality and quality assurance of an organisation.........2
3. Examining the process of assessment is monitored within the quality cycle, and its purpose.
.....................................................................................................................................................3
TASK 7............................................................................................................................................3
1. Describing the case study........................................................................................................3
2. Theories and principles...........................................................................................................3
3. Its effectiveness.......................................................................................................................4
4. How can you improve.............................................................................................................4
1. Describing the case study........................................................................................................4
2. Theories and principle.............................................................................................................4
3. Its effectiveness.......................................................................................................................4
4. How can it improve.................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
In an organisation, it is very essential to maintain quality of work, it can be said as key in
order to lead the organisation to sustainable success. There Are various theories, principles and
models in education and training which assist the leaner as well as the teacher to effectively get
the idea of the learning and practices. The present report will assist in understanding the concept
of Quality improvement and Quality assurance in learning practices with its effective role. The
report will highlight the effectiveness of communication and its different models that are applied
in teaching and learning.
TASK 3
1. What is quality assurance and quality improvement?
In an organisation, it is very essential to maintain quality of work, it can be said as key in
order to attain sustainable success. There are two basic terms which assist in maintaining and
controlling the operations in organisation, these are quality assurance and quality improvement.
Quality improvement can be termed as the systematic, formal approach to the analysis of
practice performance and the efforts in order to improve performance. It can be done through
reduction or elimination of waste, rework and the losses that occurs in production process. It can
be said that, quality improvement is more concerned with the actual effectiveness of quality
control and effective production process (Sallis, 2014). Companies that are concerned with
maintaining a strong reputation for quality must constantly look in order to improve the best
practices for production.
Quality assurance on the other hand can be defines as any systematic process which assist
in determining the effective practices as per the set standard. Quality assurance establishes and
maintains set requirements in order to develop or manufactured reliable products (quality
assurance (QA) , 2019). It is a system which aims to increase customer confidence and a
company's creditability, it also improving work processes and efficiency and it enables a
company in order to compete with others. Quality assurance mainly focuses on improving the
process inn order to deliver quality products to the customers.
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2. Role in the quality improvement and quality and quality assurance in an educational
institution.
Teacher plays an essential role in educational institute by ensuring that all the activity and
practices are met as per the standard set which assist in ensuring to quality in order to meet
certain standard of the company (Taylor, 2018). The teacher plays a crucial role in planning,
directing and coordinating the quality assurance programs and quality control policies. The
teacher also works in order to improve an institutional efficiency by reducing waste. The role of
quality assurance are as follows:
 One of the main role of the quality assurance in an educational institution is to lead and
supervise the quality team.
 The quality assurance plays a crucial role in order to cooperate with students to formulate
quality standard for the goods (Wandersman, Chien and Katz, 2012).
On the other hand, Quality improvement also plays a crucial role in order to continuously
improving the quality of students learning and education institution. The teacher usually focuses
on the operational efficiency and consistency of quality processes. The role of quality
improvement teacher are as follows:
 Quality improvement teacher assist in review and revising the existing policies and
procedures. (Mitra, 2012). They ensure in order to successfully implementing process
improvement and quality management programmes.
 Quality improvement work with the quality directors, committees and work groups in
order to drive desired outcomes. Quality improvement also act as knowledge expert in
order to ensure for continuous improvement activities in institution activities and
processes.
 Teacher also plays an essential role in order to monitor and supervisee various
department process in order to recommend actions to address any risk.
3. Examining the process of assessment is monitored within the quality cycle, and its purpose.
Quality cycle can be defined as the participatory management techniques which assist in
enlists the help of students in solving problems which are related to their studies and practics.
These circle are formed by the students working together in an operation who meet at intervals in
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order to discuss problems of quality and to device the solution for the improvement (Stensaker
and et.al., 2011). The process of assessment in monitoring the quality cycle are as follows:
In order to assessment of the quality cycle, the tutor is responsible to take appropriate
feedbacks from the students regarding the solving an issue. It is an effective technique which
assist in engaging students regards to discuss the problems in quality and to device solution for
improvements. Through responding to the students feedbacks, tutor can gain appropriate solution
and measures or device in order to device solution for the improvements. Through continuously
tracking and monitoring the quality cycle, it will also assist in identifying the opportunity in
order to bring any change in the quality process (Alli, 2016). Through engaging students in
assessment process will also assist in the development of the student's capabilities, interest and
character.
Role of IQA: the main aspects of the IQA is to develop and support assessors through
monitoring the activities of the assessors, ensuring they have time, resources and experience in
order to carry out assessment duties and taking appropriate action when they do not.
Role of EQA: External assurers will monitor a centre's processes and practices ensuring
they meet all awarding organisation, qualification and regulatory requirements.
TASK 7
1.1. Communication.
Communication techniques are applied today on the teaching and learning process, the
failure of these approaches and techniques to bring to the understanding of the students what is
being thought means in-availability of communication. A study to discover the significance of
communication in teaching and how communicating with students can help in knowing their
styles, therefore, choosing the teacher to match as many styles of students as possible.
Thus, better teaching atmosphere can be applied that serves both the lecturer and his/her
students to have smoother teaching and better understanding and performance.
1. Describing the case study.
It can be more often seen that some teachers faces issues regarding communicating their
thoughts to the students effectively. One of the most common situation which lead to impact the
teaching is the method of teaching and communication that are been using. One situation that are
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being observes are, teachers are not being able to make students understand the topic just by
interpreting them. Some teaching methods leads to impact the understanding of the students as
they did not get the idea, as well as the teachers as they can not effectively teach the students.
2. Theories and principles.
Effective communication in teaching and learning is very important as it can lead to
effect the students' learning and development process (Silverman, Kurtz and Draper, 2016).
Through different communication theory, the case study can be easily be understand. As per the
communication theories of Piaget, the perceptive of children and their thinking does not develop
entirely smoothly. There are certain points at which it “takes off” and moves into completely
new areas and capabilities. It can also be states that, the impact of the non-verbal communication
also leads to impact the communication of message to the students which leads to negative
impact in teaching practices.
3. Its effectiveness.
These theories are helpful in order to make the students better understand the teaching
(Richards and Schmidt, 2014). It can be learned from the case study that, the non-verbal
communication is also very effective in order to make the students aware and get their interest.
4. How can you improve.
The teaching practices can be improved by adopting different modes and methods of
teaching such as user of technology which assist in gaining the interest of students as well.
Teacher can use videos and presentation which pictures which will assist in smooth teaching
procedures so that students can also learn with interest.
1.2. Group Communication.
1. Describing the case study.
Teaching and learning in group is the common phenomena in may institutions. The
situation that has seen are Group communication leads to increases group discussion which often
turned in arguments and conflicts. As this are important in order to learning in group leads to
teach the students team building and coordination (Bates and Sangra, 2011).
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2. Theories and principle.
As per the theory of transactional analysis, Complementary transactions occur when both
people are at the same level. Here, both are often thinking in the same way and communication is
easier. Problems usually occur in Crossed transactions, where each is talking to a different level.
3. Its effectiveness.
It can be said that group communication can be more effective through using distance
learning communication or through email communication as it can lead to avoid the impact off
conflicts on learning and teaching.
4. How can it improve.
It can be said that through adopting different practices of learning and through informal
practice sessions group communication can be improved as it leads to assist the students in
developing the skills and capabilities of team building and team work ((Simonson, Smaldino and
Zvacek, 2014)).
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REFERENCES
Books and Journals
Alli, I., 2016. Food quality assurance: principles and practices. CRC Press.
Bates, A. T. and Sangra, A., 2011. Managing technology in higher education: Strategies for
transforming teaching and learning. John Wiley & Sons.
Mitra, A., 2012. Fundamentals of quality control and improvement. Wiley.
Richards, J. C. and Schmidt, R. W., 2014. Language and communication. Routledge.
Sallis, E., 2014. Total quality management in education. Routledge.
Silverman, J., Kurtz, S. and Draper, J., 2016. Teaching and learning communication skills in
medicine. CRC press.
Simonson, M., Smaldino, S. and Zvacek, S. M. eds., 2014. Teaching and learning at a distance:
Foundations of distance education. IAP.
Stensaker, B. and et.al., 2011. An in‐depth study on the impact of external quality
assurance. Assessment & Evaluation in Higher Education. 36(4). pp.465-478.
Taylor, J., 2018. Quality assurance of chemical measurements. Routledge.
Wandersman, A., Chien, V. H. and Katz, J., 2012. Toward an evidence-based system for
innovation support for implementing innovations with quality: tools, training, technical
assistance, and quality assurance/quality improvement. American journal of community
psychology. 50(3-4). pp.445-459.
Online
quality assurance (QA) . 2019 [Online] Available
Through:<https://searchsoftwarequality.techtarget.com/definition/quality-assurance>.
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