Quality of e-learning: Negotiating a strategy, implementing a policy

The dimensions of e-learning quality: from the learner’s perspective

“…Among 22 areas for assessing quality across three dimensions (outcomes from, processes and practices in, and inputs and resources for e-learning products and services), the learning skills acquired, value of the credits gained, and return on investment are cited as being of special interest of learners. Similarly, Dondi et al (2006) identify learners as the key players in defining quality and integrate learners' views in the framework they call Sustainable Environment for the Evaluation of Quality in E-Learning (SEEQUEL). The SEEQUEL framework allows each stakeholder, including the learner, to weight the importance of the QA criteria subjectively.…”

“…Quality is a relative and value-laden concept and may be viewed differently by various stakeholders (Dondi et al 2006;Jung and Latchem 2007). For example, governments may see the quality of e-learning based on its socio-economic benefits, e-learning institutions may be more concerned about the quality of their management, cost-effectiveness, learner satisfaction, completion and graduation rates, and instructors may be more interested in the quality of teaching aspects of e-learning.…”

E-Learning in Architecture: Professional and Lifelong Learning Prospects

“…For example: by tweaking of the different initial variables of the given urban setting, such as: pedestrian reserved spaces, greenery elements, elements for sojourning (benches, tables, chairs, etc), public transport opportunities, etc the future trends, perennial problems, conflicts and solutions can be tried out by the users themselves, gaining much more complex insight into the relationship than possible through traditional means of teaching. Knowledge gained in such a constructivist manner has also a much more durable lifespan than factual learning (Dondi et al, 2004;Prensky, 2001). For the educational software to be successful it also needs to be visually challenging and up to the standards of entertainment, social and other commonly used applications.…”

A Process for Improving Course Quality Based on Mid-semester Feedback

“…However, implementing measures to achieve this quality is a complex task to the point that multiple organizations have joined efforts to describe and formalize quality management procedures [5]. Classroom assessment techniques [1] are designed to gather information about the activities in the classroom so that instructors can know the most effective measures to improve the overall learning process.…”