A sustainable quality assessment model for the information delivery in E-learning systems

Abstract

Purpose The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively. Design/methodology/approach A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems. Findings A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning. Originality/value The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.

Mineração de Dados Educacionais para Aperfeiçoamento da Gestão do E-learning: uma Revisão Sistemática de Literatura

“…Por meio da análise descritiva foi possível perceber que o tema não possui nem grandes quantidades de publicações ao longo dos anos, nem autores e revistas que se destacam com muitas publicações, o que demonstra que a pesquisa na área ainda não está consolidada e pode possuir diversas lacunas. O tema ainda está na sua infância, necessitando de mais pesquisas na área sob diversas perspectivas (Lee, 2017;Farid et al, 2018). Ainda, com relação aos trabalhos mais citados, verifica-se que eles não possuem expressividade de citações, com poucos artigos sendo referenciados mais de 20 vezes.…”

“…Apesar de o e-learning ainda estar em sua infância, observa-se que está se desenvolvendo rapidamente, fato que levantou diferentes questões acerca de sua qualidade (Farid et al, 2018), de modo que a relação entre aprendizagem e inovação em tecnologias é agora uma área importante a ser estudada (Haq et al, 2018). Para Male e Pattinson (2011), alguns dos desafios do desenvolvimento de um sistema de e-learning são a identificação de componentes apropriados e relevantes do sistema, de suas interrelações e de seu papel como parte do sistema.…”

A Model to Assess Efficiency in e-Training for Significant Learning (e-TSL)

“…The empirical research was based on identifying the essential characteristics in eLearning. This study resulted in little attention in the quality control of eLearning tools [7].…”

Multicriteria Model of Students’ Knowledge Diagnostics Based on the Doubt Measuring Level Method for E&M Learning

“…Debiec mentioned that, in this paper, a case study is presented based on one o ering of an introductory digital system course taught with a combination of learner-centered strategies selected to overcome these barriers and improve student's performance [10]. Farid et al propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration [12].…”