Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

Abstract

Given the importance of developing and offering accessible education for all, indispensable aspects of education for sustainable development (ESD) are needed. This study addresses that need by proposing a quality self-assessment for virtual education from an accessibility perspective. This proposal is based on previous literature about quality assurance in e-learning that considered accessibility and its application in the field of higher education. The bibliographic review was conducted by following Multivocal Literature Review (MLR) guidelines. The initial search returned 999 items from 5 academic databases and 32,200 professional sources from Google. After reviewing the sources, 37 of them were included. Then, the accessibility criteria were identified and integrated into an evaluation model. Such a model is divided into four dimensions: (1) organization, (2) student body, (3) teaching, and (4) infrastructure. The model also includes a set of standards (16), requirements (48), and evidence (63) that apply to each dimension. Moreover, self-assessment guidelines for accessible virtual education were proposed. They included a conceptual and theoretical framework, a self-assessment model, and a methodology for applying the model. The methodology included five phases: planning, model tuning or refinement of the model, evaluation, results, and continuous improvement. As future work, the implementation and validation of the guidelines will be carried out.

Trigger factors of using Moodle or e-learning by faculty of Medicine and health Sciences College and Education College

“…It is in line with research that recommends job requirements in teacher training (Haddad, 2018). Although, research shows that e-learning is an important part of active learning, and this is in line with research that believes that students use their skills effectively in e-learning (Ariesta, 2019;Timbi-Sisalima et al, 2022).…”

“…In order to improve the quality of education, the main recommendation is to encourage lecturers and students to use e-learning as part of every course. Other research findings also state that the correct use of elearning can improve the quality of learning (Ariesta, 2019;Timbi-Sisalima et al, 2022;Yaniawati, 2013). Other studies have also revealed that e-learning positively impacts students' ease of learning (Kurtz et al, 2014;Rafiee & Abbasian-Naghneh, 2021;Supriyatno et al, 2020).…”

“…First, technology is influenced by people's ability to access computers and the internet and their willingness to use technology (Ariesta, 2019;Elyas, 2018;Noer et al, 2021). Second, innovation is a determinant of user capacity and openness to innovation (Cloonan et al, 2020;Timbi-Sisalima et al, 2022). Third, society is influenced by the willingness of users to learn with technology (Karwati, 2014;Ran & Jinglu, 2020).…”

Design of Formative-Summative Evaluation Model Based on Tri Pramana-Weighted Product

“…However, the difference lies in the evaluation model used, where Rosiyanti & Faisal used the CIPP evaluation model while this study uses an innovative evaluation model that combines the educational evaluation model with the concept of local wisdom and the decision support system method. Research studies such as Timbi-Sisalima et al [41], Firmansyah et al [42], Naibaho [43], Setiawan & Munajah [44], and Suswanto et al [45] also corroborate the results of this study by showing the results of the quality test of the implementation of e-learning, even though using a different evaluation model.…”

Measuring the E-learning Readiness Level in Rural Areas During the Covid-19 Pandemic

“…Technology plays a crucial part in every aspect of life (Raja & Nagasubramani, 2018;Zafar, 2019). In recent years, Information and Communication Technologies (ICTs) have opened new opportunities in education (Gilakjani, 2017;Timbi-Sisalima et al, 2022;Uerz et al, 2021), allowing teachers and students to implement technology and redesigning the existing education and training systems (Bandyopadhyay et al, 2021;Basak et al, 2018). Education around the world is undergoing fundamental changes in this era of globalization.…”