Developing a Conceptual Framework for Evaluation of E-Content of Virtual Courses: E-Learning Center of an Iranian University Case Study

Abstract

The purpose of this study is to obtain suitable quality criteria for evaluation of electronic content for virtual courses. We attempt to find the aspects which are important in developing e-content for virtual courses and to determine the criteria we need to judge for the quality and efficiency of learning objects and e-content. So we can classify the criteria and formulate conceptual framework for evaluation of e-content. Considering the literature, we identify suitable quality criteria and then apply Delphi for polling the experts' opinions. By developing the suggested conceptual framework, the contents of two courses which have been developed in an e-learning center of an Iranian University are evaluated by the related experts by using questionnaire and surveying. After reviewing the literature, frameworks and various models for evaluation of electronic content and polling the professors and experts' opinions in different fields including virtual learning, information technology, instructional technology and system engineering, 22 criteria were identified and they were classified in 4 groups as the following: quality of content and information, appropriateness of content with strategy, appropriateness of content with standard, appropriateness of content with instructional design. Network Security Essentials and Human Resource Management courses in an Iranian University were evaluated using the framework, and the findings indicated areas in design that were weak. The suggested framework in this study is shown to be a suitable tool for evaluating the virtual courses content in virtual universities and institutes. This framework can evaluate any virtual course content in 4 aspects: quality, strategy, standard and instructional design. This study helps virtual Learning service providers and electronic content developers in identifying the drawbacks and strengths in content development and in improving the content quality.

Evaluation of Learning Management System Contents of Selected Courses at the Arab Open University

“…3 The above results are consistent with the results of Alsaidi [19] who showed that standards met in his study are: (1) Availability of well-stated course specification; 2The course goals and objectives are clearly stated; (3) The learning outcomes are clearly stated; (4) Accuracy; (5) Objectivity; (6) Newness of the content; 7The inclusion of all important topics. However, the above results are inconsistent with the findings of Akhavan and Arefi [20]. Appropriateness of content to E-learning standards has been given less priority by the course developers in the selected courses than other dimensions.…”

“…Akhavan and Arefi [20] conducted a study to obtain quality criteria for evaluation of electronic content for virtual courses. The study identified 22 criteria that were classified into four groups as follows: (1) quality of content and information; (2) appropriateness of content to strategy; (3) appropriateness of content to the instructional design; (4) appropriateness of content to E-learning standards.…”

SciLOET: A Framework for Assessing Digital Learning Objects for Science Education

“…The methodology in this work is similar to the one followed by Akhavan and Arefi who have presented a framework for the evaluation of e-content [23]. Their framework has come as a result of a critical review followed by a two rounds Delphi study.…”

“…The first step involves the formation of the first edition of the DLOs' evaluation tool. It is based on the study of general purpose [16,[19][20][21][22] and discipline based [23] evaluation tools as well as on their relevant empirical studies.…”

“…Over the last years, several efforts have been made to develop methods, frameworks and tools for assessing DLOs. After a thorough review of the relevant literature searching for scientifically substantiated and comprehensive models for evaluating DLOs, SREB-SCORE (Southern Regional Education Board) [19], LORI (Learning Object Review Instrument) [20], LOEM (Learning Object Evaluation Metric) [15], LOES-T (Learning Object Scale for Teachers) [21], LOES-S (Learning Object Scale for Students) [22], and MERLOT (Multimedia Educational Resource for Learning and Online Teaching) [23], are among the well documented and most widely used tools for the evaluation of educational resources and especially Learning Objects.…”