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espanolEl incremento de la oferta educativa en modalidades no convencionales genera la necesidad de evidenciar que los modelos educativos son de calidad. Mediante un analisis documental y comparativo el presente trabajo tiene el objetivo de mostrar los principales estandares nacionales e internacionales tomados en cuenta por organismos evaluadores de la calidad educativa, asi como la complejidad que ha implicado dicho proceso en el sistema educativo mexicano y a nivel internacional. Para el analisis se desarrollo una matriz de criterios y categorias establecidos en los marcos de evaluacion de organismos evaluadores como CIEES, Conacyt, CALED y OLC, con el fin de compararlos, e identificar la ponderacion o relevancia que le otorgan para determinar la calidad de los programas. Como resultado de la comparacion se identificaron ocho dimensiones en torno a la evaluacion de calidad: modelo educativo, resultados del modelo, estudiantes, personal docente, infraestructura, servicios y procesos administrativos, responsabilidad social de la institucion y vinculacion. A partir de los hallazgos, se recomienda la estandarizacion de los aspectos a evaluar por parte de las instituciones evaluadoras, mediante la unificacion del numero de categorias o criterios; asi como tambien se considera necesario especificar modelos evaluadores adecuados para la educacion en modalidades no convencionales. EnglishThe rise of non-conventional educational modalities has triggered the need to verify the quality of such educational models. This documentary and comparative analysis demonstrates current national and international standards upheld by quality assurance bodies and the complex process of enforcing these standards within Mexico´s educational system and at international levels. A rubric of criteria and categories used by educational assessment bodies such as CIEES (Interinstitutional Committee for the Evaluation of Higher Education in Mexico), Conacyt (National Council of Science and Technology), CALED (Latin America and Caribbean Institute for Quality in Distance Higher Education) and OLC (Online Learning Consortium) was developed for comparative purposes and to identify how these bodies weigh or determine the relevance of each attribute when determining program quality. As a result of this comparison, eight dimensions associated with educational evaluations were identified: educational models, results of the model, students, faculty, infrastructure services and administrative procedures, institutional social responsibility and linkages. Based on the findings, recommendations are made to standardize aspects evaluated by the assessment bodies, such as consolidating the number of categories or criteria and, assign appropriate assessment models for non-conventional education modalities.

Calidad en la educación superior en línea: un análisis teórico