Assessing Online Learning
Process Maturity: the e-Learning
Maturity Model
Janet May
Associate Director
Penn State World Campus

The e-Learning Maturity Model
(eMM) focus…
“…changing
organisational conditions
so that e-learning is
delivered in a sustainable
and high quality fashion
to as many students as
possible” (2006)
Stephen Marshall
Victoria University of Wellington
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The eMM focus…
“The key concept is that the ability of an
organisation to be effective in a particular
area of work is dependent on their
capability to engage in high quality,
reproducible, processes that can be
sustained and built upon”
Stephen Marshall
Victoria University of Wellington (2006)
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How can the eMM benefit Penn
State World Campus?
• Help us better understand our own
organizational capacity for sustained
success with online learning
• Implement change based on that
understanding
• Benchmark with other Institutions
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The e-Learning Maturity Model (eMM)
is…
• A quality improvement tool that measures
an institution’s ability to sustain online
learning
• Provides a set of key practices that can
inform improvement activities
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Process categories
Each process category includes multiple
processes, for a total of 35 processes
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Process categories
• Each Process assessed on 5 dimensions
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eMM dimensions
1 Delivery ~ creation and delivery of
process outcomes
• Assess the extent to which the process is
seen to operate within the institution.
• Without capability in other dimensions, at
risk of failure or unsustainable delivery and
wasting resources through needless
duplication.
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eMM dimensions
2 Planning ~ assesses the use of
predefined objectives and plans in
conducting the work of the process.
• The use of predefined plans potentially
makes process outcomes more able to be
managed effectively and reproduced if
successful.
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eMM dimensions
3 Definition ~ use of institutionally defined
and documented standards, templates
and policies during implementation of
process.
• The institution has clearly defined how a
given process should be performed.
• This does not mean that the staff of the
institution follows this guidance.
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eMM dimensions
4 Management ~ how the institution
manages implementation of process and
ensures the quality of the outcomes.
• Capability reflects measurement of the
outcomes and the way in which the
practices of the process are performed by
the staff of the institution.
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eMM dimensions
5 Optimization ~ the extent to which an
institution is using formal approaches to
improve capability measured within the
other dimensions of this process.
• Capability reflects a culture of continuous
improvement.
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eMM dimensions
• Not an hierarchical model; does not measure
progressive levels
• The dimension concept is holistic capability
• Capability at the higher dimension without
capability at the lower dimensions does not
deliver desired outcomes
• Capability at the lower dimensions that is
unsupported in the higher dimensions will be
unsustainable and unresponsive to change and
learner needs
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Institutional “capability”
Rating Meaning
Not practiced/Not
adequate
Partially adequate
Largely adequate
Fully adequate
Not assessed
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Example eMM Capability Assessment
Rating Meaning
Not practiced/Not
adequate
Partially adequate
Largely adequate
Fully adequate
Not assessed
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As a Benchmarking Tool
Processes that directly impact on
pedagogical aspects of e-learning
Optimization
Delivery
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At Penn State World Campus…
• Beginning an eMM project…
– Wanted a mature program, fully developed
– Wanted a program that the World Campus
had developed, rather than another unit at the
University
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At Penn State World Campus…
Selected BS in Turfgrass Science
• Worked with lead faculty, instructional designer,
administrators, and others to assess the program.
• Required evidence collection.
• Iterative process.
• Assessment just completed…..
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Penn State World Campus
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For more information on eMM…
Please contact
– Janet May at jam11@psu.edu
– Stephen Marshall at
stephen.marshall@vuw.ac.nz
Please visit the eMM web site:
– http://www.utdc.vuw.ac.nz/research/emm/
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