A.Picciano

B.Zirkin

C.Reigeluth

C.Rodrigo

C.Salmon

D.Haytko

D.Jonassen

D.McConnell

F.Moreno

G.Domínguez

J. M.Pawlowski

J.Frydenberg

M.McPherson

M.Moore

M.Nichols

E-Learning quality, as with many other theoretical developments about quality, is an open-ended issue. Depending on the perspective, on the way to tackle it, on the aspects everyone considers important, definitions of quality may be different. Even quality issues are distinctly perceived by the management staff, the teachers, and, of course, the students. K-20 students are mature enough to detect which aspects are positive and which deficient. In other words, they are more than able to perceive the quality level of the e-Learning contexts in which they are enrolled. Fortunately, research performed during the last years has produced useful frameworks, guidelines, recommendations, specifications, good practices, benchmarks, etc., with the aim of improving quality in e-Learning. These documents help managers, stakeholders, and teachers to understand the e-Learning variables and their relations and influence on students. Educational actors may use them to improve the quality of their K-20 e-Learning programs. In short, this chapter introduces readers into the most common e-Learning quality concepts and the key points they must observe and ensure in K-20 e-Learning contexts.</jats:p

Javier Sarsa

Rebeca Soler

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Quality in K-20 E-Learning Processes

Quality in K-20 E-Learning Processes

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