E-Learning Quality Criteria and Aspects

Abstract

As IT grows the impact of new technology reflects in more or less every field. Education also gets new dimensions with the advancement in IT sector. Nowadays education is not limited to books and black boards only it gets a new way i.e. electronic media. Although with e-learning, the education having broader phenomena, yet it is in budding stage. Quality is a crucial issue for education as well as e-learning. It is required to serve qualitative and standardization education. Quality cannot be expressed and set by a simple definition, since in itself quality is a very abstract notion. The specified context and the perspectives of users need to be taken into account when defining quality in e-learning. It is also essential to classify suitable criteria to address quality. Index Terms-Synchronous, Quality, Scenario based learning, Problem based learningIndividualized self-paced e-learning online refers to situations where an individual learner is accessing learning

Obstacles Hindering the Implementation of E-learning in the Faculties of Tourism and Hotels in Egyptian Public Universities

“…Hence, the research aims at clarifying the concept of e-learning, shedding light on advantages of elearning, shedding light on challenges facing e-learning in higher education institutions, identifying the applications of e-learning in the faculties of tourism and hotels in the Egyptian public universities, identifying the obstacles hindering the implementation of e-learning in the mentioned faculties, and finally making a set of suggesting and recommendations for guaranteeing the optimum implementation of e-learning in these faculties. https://jaauth.journals.ekb.eg/ ability to utilise electronic methods to learn and obtain information without a teacher (Ajmera and Dharamdasani, 2014), b. co-operative learning, which exchanges information and data amongst students through electronic websites, c. project based e-learning that utilises tools of electronic interaction from the internet for the collaboration in carrying out projects, obtaining data and exchanging information amongst students, d. electronic 'recital/speech' that presents educational materials through the internet in the traditional classrooms and e. multimedia that depends on the electronic concept and skills instead of traditional methods for displaying the curricula, (Ahmed, 2012 * ; Cai, 2012;Wani, 2013). E-learning courses also include further forms e.g.…”

“…According to the report of UNESCO (2020), there is more than one form of the e-learning management systems including a. CenturyTech, which presents pathways for personal learning with micro-lessons to address gaps in knowledge and promote a long-term memory retention, b. ClassDojo, which connects teachers with both of students and parents for building classroom communities, c. Edmodo, which includes tools for managing classrooms and engaging remote students, d. Edraak, which is an online educational website with resources for school learners and teachers, e. EkStep, which is an open learning platform with many learning resources to support numeracy and literacy, f. Google Classroom, which helps classes connect remotely and stay-organised, g. Moodle, which is a community-driven and globallysupported open learning platform, h. Paper Airplanes, which matches individuals with personal tutors for twelve to sixteen week sessions carried out via video conferencing platforms, i. Schoology, which is a tool for supporting learning, instruction, grading, cooperation and evaluation, j. Seesaw, which enables the creation of co-operative learning resources and e-learning portfolios, and k. Skooler, which is a tool to turn the Microsoft Office software into an educational platform. According to Ajmera and Dharamdasani (2014), the quality in the e-learning process can be achieved, if the three following elements are existed, which are: a. the good way of content delivery so that students can easily get the curricula and can be assessed in a proper way, b. the teaching staff competence i.e. the teaching staff ability to effectively deliver the curriculum to students by for instance creating interactive and co-operative lectures amongst them, check regularly their progress and modify the way of content delivery if required by students, and c. the optimum students' assessment during the course, which can be made by putting students in real-time situations and ask them to give the solution of a particular problem, or by utilising different means of questionnaires.…”

Development of a holistic approach framework for e-learning adoption decision-making in Saudi Arabian universities

“…Nevertheless, despite the progress made, the continent still faces e-learning system challenges related to internet connectivity, infrastructure, availability of locally developed e-content that is aligned with national curriculums and training and professional development development its e-learning staff [59]. However, despite all these challenges, HEIs are more eager to protect their critical market as well as to maintain the standard of their services and products through the provision of quality elearning [61]. The growing concern with quality has made institutions to look for ways of managing quality holistically by trying to identify the factors that in luence the quality and then using them for evaluating and eventually enhancing the quality of the e-learning systems [62,63,64].…”

Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes

“…Algunos autores, cuando mencionan dicha calidad, se refieren a la satisfacción de los usuarios-estudiantes, mientras que otros se refieren a estándares o los resultados académicos y de aprendizaje obtenidos por los estudiantes. También hay autores (Ajmera y Dharamdasani, 2014;Ehlers, 2013;Jung, Wong y Belawati (2013); Rushby y Surry, 2016) que retoman a Harvey y Green (1993) para describir la calidad de la educación virtual. Según dichos autores, la calidad puede utilizarse como fenómeno excepcional (idea tradicional, excelencia y cumplimento de ciertos estándares), perfección o coherencia (equivalente a cero deficiencias y adecuada cultura de calidad), ajuste a un propósito (adecuación de los procesos para lograr los objetivos fijados), relación valor-costo (eficiencia económica o "accountability"), y como transformación (cambio cualitativo entendido como proceso continuo de transformación del estudiante).…”