c# open pdf file in adobe reader : Delete page from pdf control SDK platform web page wpf windows web browser TPOL_book44-part1555

Quality Assurance Agency for Higher Education (
UK
). (N.d.b).
Guidelines  on  the  quality  assurance  of  distance  learning.
Retrieved July 29, 2003, from http://www.qaa.ac.uk/public/dlg
/dlg_textonly.htm
Quinn,  J.  B.  (2001,  July-August)  Services  and  technology:
Revolutionizing higher education. EDUCAUSE,28-37. Retrieved
July 30, 2003, from http://www.educause.edu/ir/library/pdf/erm
0141.pdf
Sims, R., Dobbs, G., 
&
Hand, T. (2002, October). Enhancing
quality  in  online  learning:  Scaffolding  planning  and  design
through proactive evaluation. Distance Education, 23(2), 135-
148.
Spahn,  K.  (2000,  May).  Baldridge  and  institutional  research:
Quality measures for the next millennium. Paper presented at
the 40th Annual Association of Institutional Research Forum,
Cincinnati, 
OH
.
Vidovich, L. (2001). That chameleon “quality”: The multiple and
contradictory discourses of “quality” policy in Australian higher
education. Discourse: Studies in the Cultural Politics of
Education, 22(2), 249-261. 
Widrick, S. M., Mergen, E., 
&
Grant, D. (2002). Measuring the
dimensions  of  quality  in  higher  education. Total Quality
Management, 13(1), 123-131.
409
The Quality Dilemma in Online Education
Delete page from pdf - remove PDF pages in C#.net, ASP.NET, MVC, Ajax, WinForms, WPF
Provides Users with Mature Document Manipulating Function for Deleting PDF Pages
delete page from pdf file; cut pages from pdf online
Delete page from pdf - VB.NET PDF Page Delete Library: remove PDF pages in vb.net, ASP.NET, MVC, Ajax, WinForms, WPF
Visual Basic Sample Codes to Delete PDF Document Page in .NET
delete pages from pdf reader; copy pages from pdf to word
Append
i
x 16A
The Quality Assurance Agency for Higher Education in the United
Kingdom has distinct distance learning guidelines that “offer advice
on  assuring the quality and academic standards” of  programs
offered  at  a  distance,  including  those  making  use  of  new
technologies (
QAA
, N.d.b). The elements in these standard have
been paraphrased in Table 16A-1.
Guideline 1: System design
1. Institutions offering distance learning programs should
design and manage operations in a way that applies the
principles generally relevant to higher education, and at
the same time takes full account of the considerations
specific to teaching students at a distance.
2. Providing programs at a distance should be part of an
explicit strategy for achieving the institution’s stated aims
3. Prior to offering programs at a distance, an institution
should explicitly design and test its systems for
administering and teaching students, and should plan for
contingencies in order to meet stated aims in academic
quality standards.
4. An institution should safeguard its position with respect to
the laws of any country in which its proposed programs
will be made available.
5. An institution’s plans for offering programs at a distance
should be financially underwritten for the full period
during which students will be studying, and at a level that
safeguards the quality and standards to which the
institution is committed.
Guideline 2: Academic standards, 
program design and approval
6. Institutions offering programs at a distance are responsible
for ensuring that the academic standards of awards will be
demonstrably comparable with awards delivered in other
410
Theory and Practice of Online Learning
Table 16A-1. 
QAAguidelines.
C# PDF File & Page Process Library SDK for C#.net, ASP.NET, MVC
C# File: Merge PDF; C# File: Split PDF; C# Page: Insert PDF pages; C# Page: Delete PDF pages; C# Read: PDF Text Extract; C# Read: PDF
reader extract pages from pdf; delete page in pdf file
C# PDF Page Insert Library: insert pages into PDF file in C#.net
page processing functions, such as how to merge PDF document files by C# code, how to rotate PDF document page, how to delete PDF page using C# .NET, how to
delete blank page in pdf; delete pdf pages in reader
ways, and consistent with benchmarks recognized 
in the 
UK
.
7. In designing distance learning programs, institutions should
ensure explicit and reasoned coherence between, on the
one hand, the aims and intended learning outcomes, and
on the other, the strategies for teaching at a distance, the
scope of the learning materials and the modes and criteria
of assessment. 
8. Distance learning programs of study must be designed to
ensure a learning opportunity that give students a fair and
reasonable chance of achieving the academic standards
required for successful completion.
9. Processes for approving distance learning programs, while
underpinned by principles relevant to all educational
programs, will take into account the requirements of the
system of distance education and opportunities for scrutiny.
10. The program approval process should include an element
of scrutiny external to the institution.
11. Programs of study are monitored, reviewed, and subject to
re-approval regularly. Institutions should ensure that the
content of all learning materials remains current and
relevant, and that learning materials, teaching strategies,
and forms of assessment are enhanced in response to
feedback.
Guideline 3: Management of program delivery
12. Institutions are responsible for managing the delivery of
each distance learning program of study in a manner that
safeguards the academic standards of the award.
13. Institutions are responsible for ensuring that each program
is delivered in a manner that provides, in practice, a
learning opportunity that gives students a fair and
reasonable chance of achieving the academic standards
required for successful completion.
411
The Quality Dilemma in Online Education
VB.NET PDF Page Insert Library: insert pages into PDF file in vb.
PDF: Insert PDF Page. VB.NET PDF - How to Insert a New Page to PDF in VB.NET. Easy to Use VB.NET APIs to Add a New Blank Page to PDF Document in VB.NET Program.
delete a page from a pdf online; copy pages from pdf to new pdf
C# PDF remove image library: remove, delete images from PDF in C#.
C# File: Merge PDF; C# File: Split PDF; C# Page: Insert PDF pages; C# Page: Delete PDF pages; C# Read: PDF Text Extract; C# Read: PDF
delete page pdf; delete pages from a pdf document
14. Learning should be treated as an activity involving all
participants in the system, in which monitoring, review,
and feedback to those who manage programs of study are
used regularly to enhance all components of teaching,
learning, and system delivery.
Guideline 4: Student development and support
15. Institutions should give attention to supporting and
promoting autonomous learning and enabling learners to
take personal control over their own development. 
Guideline 5: Student communication 
and representation
16. Institutions should meet the needs of the students studying at
a distance for full and clear information about the nature
and expectations of the program of study, the relationship
between achievement and assessment, academic progress
and the accumulation of credit, and the characteristics of the
distance learning system and how students interact with it.
The information provided should be conveyed in a way that
enables students to make informed decisions about their
own education, and to monitor their progress against clear
expectations of achievement.
17. Institutions should monitor the effectiveness of information
provided to students, and in response to their findings, take
steps to enhance its provision.
18. Institutions should take steps to determine what means of
student representation are appropriate and realistic for
students in a distance learning program, and provide those
students with accurate information about them.
Guideline 6: Student assessment
19. Institutions should be able to demonstrate that all summative
assessment procedures used are appropriate for the mode of
study, and that in all respects assessment procedures accord
with the requirements to safeguard academic standards.
412
Theory and Practice of Online Learning
VB.NET PDF delete text library: delete, remove text from PDF file
VB.NET: Delete a Character in PDF Page. It demonstrates how to delete a character in the first page of sample PDF file with the location of (123F, 187F).
add and remove pages from pdf file online; delete a page in a pdf file
VB.NET PDF remove image library: remove, delete images from PDF in
C# File: Split PDF; C# Page: Insert PDF pages; C# Page: Delete PDF pages; C# Read: PDF Text Extract; Delete image objects in selected PDF page in ASPX webpage.
delete blank pages in pdf online; delete pages on pdf file
20. Institutions should be able to demonstrate that the
summative assessment of a module, or a program as a
whole, assesses students’ achievement of stated learning
outcomes. 
21. Institutions should have direct control of the summative
assessment process and of the determination of results
22. Formative assessments should be used as part of the design
of distance learning programs.
23. Institutions should monitor the soundness of their assessment
practices and amend them in response to feedback.
This bureaucratic model is a sharp contrast to the one developed
by Canadian Association of Community Education. Tables 16A-2.1
to  16A-2.3 summarize recommendations presented in the Con-
sumers Guide to e-learningfor post-secondary and adult edu-cation
levels (Barker 2002b). The first level in the guide was defined in
terms  of  basic  information  needs.  Note  that  these  guidelines
anticipate that potential suppliers of all e-learning products will
provide writtenadvise to their students on these matters. 
1. What are the intended learning outcomes, and what entry
level knowledge or skill is necessary for a reasonable
chance of success?
2. What recognition will be awarded upon successful
completion (e.g., transferable credits, degree, professional
designation, etc.)?
3. What are the necessary learning skills needed for success
(e.g., the ability to write, to manage time, to take
examinations, etc.)? 
4. What types of material are to be covered, and what are the
sources and the relevance of this content?
5. What is the format for instruction and assignments (i.e.,
group or individual)?
413
The Quality Dilemma in Online Education
Table 16A-2.1.
Consumer’s Guide 
to e-Learning
recommendations: 
Level 1.
C# PDF delete text Library: delete, remove text from PDF file in
C#.NET Sample Code: Delete Text from Specified PDF Page. The following demo code will show how to delete text in specified PDF page. // Open a document.
delete page numbers in pdf; delete pages from a pdf online
C# PDF metadata Library: add, remove, update PDF metadata in C#.
Allow C# Developers to Read, Add, Edit, Update and Delete PDF Metadata in .NET Project. Remove and delete metadata from PDF file.
delete pages pdf document; cut pages from pdf preview
6. Who will be teaching and assessing the students?
7. What is the nature of the assessments, and what are the
criteria for success?
8.  How long can the course be expected to take, including
mandatory or flexible timelines?
9.  What are the minimum computer and operation system
requirements, and what options exist, if any? 
10.  What technical skills will be required to access the course
materials?
11.  What are the total costs, including tuition, books and
materials, equipment, and other fees?
12.  How credible is the product? What are the qualifications of
the design and delivery personnel, and how objective are
the evaluation reports?
13.  How does one get started? What are the complete
registration procedures and services?
14.  How does one get help? Who does one contact for
technical assistance and content expertise?
15.  What are the policies for withdrawal and refunds?
The second level, designed to help potential students distinguish
among programs meeting all of the preceding criteria, considered
evidence  of  good  e-design  and  e-delivery.  The  second  level
recommendations are summarized below. 
1.  Systems work consistently for the learner.
2.  Navigation is logical and well organized.
3.  Content is relevant, well organized and presented in an
interesting manner.
4.  Materials are updated on a regular basis.
414
Theory and Practice of Online Learning
Table 16A-2.2.
Consumer’s Guide 
to e-Learning
recommendations:
Level 2.
5.  Access is provided to the learning resources, and advice is
given on how to access institutional services.
6.  Learning packages allow options for individuals to
personalize the course.
7.  Scheduled expectations (e.g., synchronous instruction and
communication) are present for a reason.
8.  What learners need to succeed is easily accessible to them
online.
9.  There are ways to connect to the instructor and to other
students.
10.  Assessment of learning takes a variety of forms, and is
conducted against clear, achievable criteria.
The final level presents more detailed evidence of good e-design
and e-delivery.
1.  Individuals are made to feel like valued customers.
2.  Scheduling of when to register, learn, and be assessed is
flexible.
3.  Materials are interesting and motivating.
4.  Approaches and materials are free of cultural, racial, class,
age, and gender bias.
5.  Students are given opportunities to demonstrate current
skills and knowledge for advanced credit or a shortened
program.
6.  The program provides a statement of acquired skills and
knowledge, not just a completion certificate.
7.  Various approaches are offered to appeal to different
learning styles.
415
The Quality Dilemma in Online Education
Table 16A-2.3.
Consumer’s Guide 
to e-Learning
recommendations:
Level 3.
8.  The institution provides access to objective evaluation
reports on all delivery components: instructors, curriculum,
student success, processes, and resources.
9.  Courses and programs demonstrate a favorable comparison
of benefits to costs.
Two documents recommending standards for quality distance
education delivery have been widely circulated in the United States.
The National Education Association (
NEA
), in conjunction with
Blackboard,  validated  24  proposed  benchmarks.  The  Western
Cooperative  for  Educational  Telecommunications  (
WCET
)
developed  a  best  practices  document  to  inform  regional
accreditation  agencies.  The  elements  of  these  documents  are
presented in Table 15A-3; the order in which the paraphrased
WCET
elements have been presented has been altered to facilitate
comparisons. 
416
Theory and Practice of Online Learning
417
The Quality Dilemma in Online Education
Table 16A-3. 
NEA2000 and WCET
benchmarks and best
practices.
Institutional support 
1. A documented tech-
nology plan is in place that
includes electronic security
measures.
2. Reliable delivery systems
are in place.
3. Centralized support is
available for building and
maintaining the distance
education infrastructure.
Institutional context 
and commitment
Each program is consistent
with the institution’s
mission.
Each program is compliant
with the statement of
accreditation, and with the
regulatory environments in
which it operates.
The institutional plan and
budget demonstrates
commitment to distance
students and program
sustainability.
Sufficient infrastructure is
available, and staffing is
appropriate.
The organization of the
institution supports the
process of program design
and approval, and coordi-
nates student services for
distance students.
Articulation and transfer
agreements are consistent
with the guidelines.
Technical systems and
training programs are in
place for staff, faculty, 
and students.
Technical requirements and
the availability of support
are communicated clearly.
N
E
A—2000
WC
E
T—Best Practices
418
Theory and Practice of Online Learning
Course development 
4. Guidelines are in place
for minimum course design
standards where learning
outcomes (not technology)
drive the content.
5. Instructional materials are
reviewed periodically to
ensure they meet program
standards.
6. Courses are designed to
require students to engage 
in analysis, synthesis and
evaluation.
(Teaching
/
learning)
7. Student interaction with
faculty and other students 
is facilitated in a variety of
ways.
8. Feedback on student
assignments and questions 
is constructive and provided
in a timely manner.
9. Students are instructed in
proper methods of effective
research.
There is an explicit match
between the technology
used and the program
requirements.
Curriculum 
and instruction
Academic rigor and breadth
are assured through evi-
dence from the approval
processes, and by having
academically qualified
people define outcomes,
develop curriculum, and
determine assessment
criteria.
In programs, presentation,
management, and assess-
ment are the responsibility
of people with appropriate
academic qualifications.
Appropriate student-to-
student, and student and
instructor interactions are
demonstrated and evaluated
to inform the delivery
design.
Program requirements are
communicated, including
technical, financial, and
time commitments. Career
opportunities and certifi-
cation parameters are
communicated, clearly 
and honestly.
N
E
A—2000
WC
E
T—Best Practices
Documents you may be interested
Documents you may be interested