Development of Key Performance Measures for E-Learning Knowledge Systems: The Case of Higher Education Institutions in Taiwan

Shu-Ping Chang,Sheng-Yi Wu,An-Chi Liu

doi:10.3389/feduc.2020.583562

Abstract

To cope with the trend of e-learning and competition in global higher education, the Ministry of Education of Taiwan has promoted the ‘Project on deep ploughing of e-Learning’ to study the establishment of university e-learning knowledge systems, which will serve as a reference for universities to develop e-learning in response to the trends of the digital age. The research team developed a preliminary draft of the e-learning knowledge system through a literature review, modified it through the Delphi technique, and finally developed an e-learning knowledge system. The system consists of two dimensions: ‘organization’ and ‘teaching team’. The organization dimension is divided into the ‘level of preparation’ and ‘execution and implementation’ sub-dimensions. The dimension of the teaching team is divided into the ‘basic ability’ and ‘course design and application’ sub-dimensions for a total of 4 sub-dimensions. The dimensions and sub-dimensions are divided into levels, sub-levels, indicators, and the content of indicators. The results of the research include 2 dimensions, 4 sub-dimensions, 14 levels, 40 sub-levels, and 84 indicators.

Highlights

AND MOTIVATIONIn response to the trends of the digital age, learning methods have evolved over the past 10 years from distance learning and e-learning to today’s Massive Open Online Courses (MOOCs)
The system consists of two dimensions: “organization” and “teaching team.”
The organization dimension is divided into the “level of preparation” and “execution and implementation” sub-dimensions

Summary

BACKGROUND

In response to the trends of the digital age, learning methods have evolved over the past 10 years from distance learning and e-learning to today’s Massive Open Online Courses (MOOCs). In the “execution and implementation” sub-dimension, the relevant literature (e.g., Penicina, 2011; Walasek et al, 2011; López and Builes, 2012) mentions the importance of adopting the “PDCA” quality management model in e-learning This model is a four-step continuous management process: Plan, to establish a clear goal and develop an execution plan and its necessary procedures; Do, to implement according to the plan; Check, to check the execution status and determine the problem with the result; and Action, to review the results of execution and propose improvement suggestions, promote successful experience and standardize the processes. The study adjusted the wording and content of “course design” and “learning material design” given the operational difference between digital-aided in-class courses, mixed courses, and online courses It emphasized the organization’s building of indicators of hardware and software planning, featured courses, the development of resources and quality, and intellectual property management.

CONCLUSIONS

Findings

ETHICS STATEMENT