Abstract
Many academics are being asked to develop virtual learning environments as part of their workload. It could be suggested that they are ill‐prepared to do so and hence are opening themselves up to criticism from students. This paper examines the concept of service quality which is used in the business world and explores its relevance for assessing on‐line learning environments. A framework of issues is presented to highlight issues and provide suggestions for improving the perception of service quality. The intangibility of the service and the service delivery channel create obstacles in the design and support of virtual learning environments. However, if instructors clearly define the service they are offering, effectively manage student expectations and use a range of methods to improve service quality they can go a long way in delivering service quality in their courses.
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