Developing quality in e‐learning: a framework in three parts

Abstract

PurposeThe purpose of this paper is to introduce and describe the features of a new e‐learning quality framework developed for a large multi‐campus university. The framework is explicitly designed to improve the quality of e‐learning sites and the quality of online student learning, by developing the skills of the academics who design the sites.Design/methodology/approachThis is a conceptual paper. It examines a range of existing models and literature on evaluative frameworks in e‐learning and positions the new framework within that context. It describes the features that distinguish the new framework from existing models and explains how these differences are tailored to develop the e‐learning design skills of academic staff and to encourage greater engagement with e‐learning quality initiatives across the university.FindingsThe paper identifies several features of the new framework that differ from other models and explains the inclusion of these features in terms of the support they provide for quality improvement at a university where academics are the main designers of e‐learning sites.Originality/valueThe paper makes a contribution to the literature on quality initiatives in e‐learning by introducing a new quality framework that differs in significant respects from other models. The rationale underpinning the inherently developmental design of this framework, as set out in this paper, may be useful to other universities where academics are the main designers of e‐learning sites.

Evaluating E-learning systems success: An empirical study

“…The same approach was adopted by Abdellatief et al (2011) where they proposed a quality model from the developer's perspective based on four variables: service content, system functionality, information technology, and system reliability. A framework to evaluate the quality of e-learning by Ireland et al (2009) focused on improving the skills of academics and considered this the main stimulant of e-learning quality. Another direction of assessing the quality of e-learning was by establishing agencies and programs for the assurance of quality standards of e-learning, such as the Institute for Higher Education Policy in the USA, the European Union e-learning program, and the Quality Assurance Agency QAA in the UK (Oliver, 2005).…”

Investigating Readiness of Virtual Classroom Environment (VCE) among Students

“…It includes the guidance, text, notes, past examination papers, assessment and exercises related to the topic of the subjects. Most importantly for e-learning, the educators must provide pedagogical direction and disciplinary content to the learners (Ireland et al, 2009).…”

“…For example, to cater to the demands of learners for more knowledge, the academicians need to provide different types of learning resources such as journals, slides presentation, point form notes, mind map etc. Ireland et al (2009) explain in their literature the need to have a good student's interaction and engagement. It refers to the communication between lecturers and students, and among peers in an online environment.…”

The Performance of Teachers in the Digital Era in Improving Learning Quality

“…Quality students are expected to have good knowledge at the end of their learning (Hay & Kinchin, 2008). This shows the emphasize of e-learning quality framework of the quality of employees/teachers (Ireland, et al, 2009). Fresh ideas of training and service quality development must be possessed by educators for organizational progress (Smith & Peter, 1998).…”