Trajectories of Attaining and Sustaining Quality in E-learning

This case study of the Zimbabwe Open University looked at trajectories of attaining and sustaining quality in e-learning in an open and distance teaching university. Data was collected from a purposive sample of 56 students and 15 members of staff from two regional campuses. The study revealed that e-learning should not be taken as a supplementary mode of delivery but as the key pedagogical instrument. An e-learning centre has to be created to develop e-learning materials, sourcing digital materials for the students and staff and supporting faculties and departments in delivering e-learning courses. Experts must be employed who will evaluate appropriateness of e-learning procedures, accuracy of e-learning content and utility of e-learning courses. There is also need to periodically seek user perceptions and act on feedback promptly. The research recommended increased use of e-learning not as a supplementary mode but an economical way of expanding educational services and widening opportunities and making use of emerging technologies to expand the delivery of quality education. More research could be done on the interactive aspects of elearning.Keywords: Quality, E-learning, Open and Distance Learning, Online Learning, attaining quality and sustaining qualit

Extending information system continuance theory with system quality in e-learning context

Ten years ago, Bhattacherjee proposed the information system continuance model, which received considerable attention inthe literature. This study proposes an extended information system continuance model by incorporating system quality to theoriginal model in the context of educators’ utilization of e-learning technology for conducting courses. Our proposed modelis tested using a sample of 175 university educators using structured equation modeling. The results show that there is nosignificant direct association between system quality and continuance intention. However, system quality affects continuanceintention indirectly via perceived usefulness and satisfaction. All the relationships of the original information systemcontinuance model were supported. The determinants of continuance intention explained around 70% of its total variance

Tools for evaluating quality in e-learning

En este artículo se exponen cuatro herramientas para efectuar una evaluación de la calidad en el e-learning. UNE 66181:2012 y ECBCheck están orientadas hacia la evaluación de calidad del proceso formativo, mientras que LORI y LOEM se orientan a evaluar la calidad de los recursos educativos. La calidad en el e-learning abarcará diversas facetas, tales como usabilidad, relevancia didáctica, interactividad, profundidad de contenidos, reusabilidad, modularidad o accesibilidad. Las posibilidades de formación virtual toman un papel protagonista hacia el conocimiento sin fronteras, debido a su facilidad de difusión a través de medios digitales y de Internet.This article describes four tools for evaluating quality in e-learning. UNE 66181: 2012 and ECBCheck are oriented towards quality assessment of the training process, while LORI and LOEM are aimed at assessing the quality of educational resources. Quality in e-learning cover various aspects such as usability, educational relevance, interactivity, depth of content, reusability, modularity or accessibility. The possibilities of virtual training take a leading role towards knowledge without boundaries, due to its ease of dissemination through digital media and the Internet

Online-Lernen im tertiären Bildungssektor - der Swiss Virtual Campus

Seit dem Jahr 2000 besteht in der Schweiz der hochschulübergreifende Swiss Virtual Campus (SVC). Es handelt sich dabei um ein Impulsprogramm des Bundes mit der Absicht, die Lehre im tertiären Bildungsbereich zu erneuern. Einzelne Lehrveranstaltungen werden in modulare Bildungsangebote überführt, die in Fern- und/oder Präsenzveranstaltungen besucht werden können. Zurzeit werden fünfzig virtuelle Lernumgebungen über das Internet angeboten. Der vorliegende Beitrag beschäftigt sich mit den pädagogischen Zielsetzungen des Swiss Virtual Campus und dem Beratungsangebot der Arbeitsgruppe eQuality (educational Quality in E-Learning). Abschliessend werden erste Erfahrungen vorgestellt

Теоретичний підхід до якісті дистанційного навчання

Introduction. Over the past decade, as technology coupled with the increasingly frequent use of the internet have become the forefront of business and academia, e-learning has emerged on the global higher education stage as a leading means of gaining an education in Higher Education. Because internet-based learning is currently such a relevant topic, inter alia due to the occurrence of the pandemic, there is a dire need for the creation of a common language to proceed in a collectively positive direction regarding the development of a culture of excellence within e-learning. This paper provides a springboard to discuss the underlying issues and challenges related to quality of internet-based learning, including the need for right measuring, and understanding dimensions of e-learning quality. Aim and tasks. The quality of education needs to be addressed (measured and managed) comprehensively, which means that, in addition to pedagogical aspects, it is also necessary to address the market quality. Therefore, a distinction must be made between quality that meets specifications (standard quality) and quality that meets expectations. Therefore, the main aim of the article is to review the different definitions of quality in e-learning and the dimensions that must be included in measuring the quality of e-learning. Results. Based on an extensive review of the literature on quality in e-learning, we conclude that the quality of e-learning cannot be viewed only from the student's perspective, but from the point of view of all participants in the e-learning process. In addition to pedagogical aspects, organizational, economic, and legal aspects must also be considered. What dimensions are key to measuring quality in e-learning thus remains a question to be answered. Conclusions. The quality of e-learning depends on many factors. Despite many discussions about quality and the search for appropriate dimensions of quality in e-learning, there is still no single evaluative standard. Because of this, effective qualitative metrics for e-learning are urgently required.Вступ. Протягом останнього десятиліття, коли технології в поєднанні із дедалі частішим використанням Інтернету стали головними для бізнесу та наукових кіл, електронне навчання з’явилося у світовій вищій освіті як провідний засіб здобуття освіти у галузі вищої освіти. Оскільки в даний час навчання на основі Інтернету є такою актуальною темою, в тому числі через появу пандемії, існує гостра необхідність у розвитку системи E-learning, яка рухатиметься в сукупному позитивному напрямку щодо розвитку культури та досконалості в межах електронного навчання. Стаття пропонує основу для обговорення основних питань та проблем, пов'язаних з якістю навчання в Інтернеті, включаючи необхідність у правильному вимірюванні та розумінні оцінки якості електронного навчання. Мета і завдання. Якість освіти потребує комплексного вирішення (вимірювання та управління), а це означає, що, крім педагогічних аспектів, необхідно також звернути увагу на якість ринку. Тому слід розрізняти якість, що відповідає специфікаціям (стандартна якість), та якість, яка відповідає очікуванням. Отже, основною метою статті є огляд різних визначень якості електронного навчання та вимірів, які необхідно враховувати при вимірюванні якості електронного навчання. Результати. На основі огляду літератури про якість електронного навчання ми дійшли висновку, що якість електронного навчання не можна розглядати лише з точки зору студента, а з точки зору всіх учасників процесу електронного навчання. Окрім педагогічних аспектів, слід також враховувати організаційні, економічні та правові аспекти. Які виміри є ключовими для вимірювання якості електронного навчання, залишається питанням, на яке слід відповісти. Висновки. Якість електронного навчання залежить від багатьох факторів. Незважаючи на багато дискусій щодо якості та пошук відповідних вимірів якості в електронному навчанні, досі не існує єдиного оціночного стандарту. Через це терміново потрібні ефективні якісні показники для електронного навчання

The OpenupEd quality label: benchmarks for MOOCs

In this paper we report on the development of the OpenupEd Quality Label, a self-assessment and review quality assurance process for the new European OpenupEd portal (www.openuped.eu) for MOOCs (massive open online courses). This process is focused on benchmark statements that seek to capture good practice, both at the level of the institution and at the level of individual courses. The benchmark statements for MOOCs are derived from benchmarks produced by the E xcellence e learning quality projects (E-xcellencelabel.eadtu.eu/). A process of self-assessment and review is intended to encourage quality enhancement, captured in an action plan. We suggest that a quality label for MOOCs will benefit all MOOC stakeholders

A relational, indirect, meso-level approach to CSCL design in the next decade

This paper reviews some foundational issues that we believe will affect the progress of CSCL over the next ten years. In particular, we examine the terms technology, affordance, and infrastructure and we propose a relational approach to their use in CSCL. Following a consideration of networks, space, and trust as conditions of productive learning, we propose an indirect approach to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a European Union Framework 6 Network of Excellence. In arguing for a relational understanding of affordance, infrastructure, and technology we also argue for a focus on what we describe as meso-level activity. Overall this paper does not aim to be comprehensive or summative in its review of the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a European perspective

Evaluation of a global MBA programme

E-learning continues to develop rapidly supported by increasing sophistication of information technology and by better understanding of how to make content and delivery more effective. Moreover, new forms of e-learning support system are being introduced to higher education institutions in an effort to meet the student-centred learning paradigms recommended by UNESCO (UNESCO, 1998). The creation and implementation of effective quality assurance for such learning processes has been identified as one of the most challenging tasks. Jara & Mellar (2010) and Martínez-Argüelles et al. (2010) point out that the collection of student feedback should be a central part of strategies to monitor the quality and standards of teaching and learning in higher education institutions for both conventional learning and e-learning. Jara & Mellar (2010) note also that while research into e-learning abounds, studies that focus on the effectiveness of the provision of e-learning are limited, and that this is a gap to be filled. This article reports on the evaluation of, and the consequent changes to, the global e-learning MBA programme from the University of Bedfordshire. The research was conducted by three members of the MBA team - two Senior Lecturers and the E-learning Development Manager. The aim was to investigate the learning experiences and perceptions of the students and to evaluate the effectiveness of the e-learning support system

E-xcellence methodology: lessons learned over ten years of development and implementation

The E xcellence methodology for quality assurance of e learning in higher education has developed into a flexible and effective approach to quality assurance. It has proved suitable to meet the needs of a diverse range of institutions and national quality assurance regimes, and is applicable to both distance and blended modes. The E xcellence resources (http://e-xcellencelabel.eadtu.eu/) include a quality manual, guidance for institutions and assessors, and an online Quick Scan self-evaluation tool. The manual was updated in 2012 and 2016 to reflect evolving changes in practice. The E-xcellence methodology provides 35 benchmark statements, grouped under six headings: Strategic Management, Curriculum Design, Course Design, Course Delivery, Staff Support and Student Support. Higher education institutions self-assess their capabilities against each of the benchmark statements on a four-point scale. They also prepare a roadmap of future actions which can be mapped to benchmark statements. A visit by external reviewers enriches and complements the self-assessment. This study is based on an analysis of E xcellence self-evaluations and roadmaps at twenty higher education institutions. Tabulating those benchmarks that are rated as not yet adequate, and those which attract the most planned actions, highlights the aspects that institutions have found most challenging as they develop and implement online and blended learning programmes. This profiling exercise indicates that institutions regard issues of strategy, curriculum design and staff support as presenting the greatest challenges. Particular problems include staff workload and developing an online academic community for students. In contrast, the provision of reliable IT systems and hardware is unproblematic