Abstract
This paper considers the role of quality assurance in e-learning; reflecting on the conditions necessary for successful e-learning. It reviews some of the current international work on quality assurance in this area and goes on to consider the ways in which the quality of a process or activity can be assessed—focusing on the use of benchmarking and specification of standards.DOI: 10.1080/09687760500376389
Highlights
There is still a high degree of scepticism and concern being expressed by many that the use of information and communications technology (ICT) in education remains an unproven experiment, despite the huge investments in technology and infrastructure and the high levels of interest that remains among many educators, administrators and policy-makers
The principal concern expressed by many critics of ICT in education is the lack of empirical evidence for learning enhancement, and ICT is often seen to do more harm than the good it generates as a consequence of the overheads and associated costs
Large-scale moves to use technology to support teaching and learning have been seen to be premised on poor assumptions and inaccurate perceptions of public response. Many projects such as the UK eUniversity, NYU Online, Scottish Knowledge, Universitas 21 and Global University Alliance, which all developed around e-learning applications, have failed to realise their aims and goals, leading many to question the quality and capabilities of this form of educational delivery (Garrett, 2004)
Summary
It reviews some of the current international work on quality assurance in this area and goes on to consider the ways in which the quality of a process or activity can be assessed—focusing on the use of benchmarking and specification of standards
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