Contemporary Quality Issues      in e-LearningPratibha KohliPrincipalMaharaja Agrasen Model School, PitampuraDelhi
The invasion of ubiquitous internet  freed humans from narrow  constraints of neighborhood  schools and colleges  ushered ...
e-Learning also called: CBT (Computer-Based Training) IBT (Internet-Based Training) WBT (Web-Based Training)
Modalities of e – Learning (Naidu 2006)        Individualized     Individualized         self-paced          self-paced   ...
Individualized – as per aptitude &attitudeLearner paced and learner centeredCaters to varied learning needs andrequirements
Several modes of delivery of thelearning contentFor geographically dispersed learnersAccessible 24 X 7Learners do not wast...
EconomicalFor adult learners : learn while you earnCost effective
New generation tech savvyComputing devices everywheree - learning material can be updated andmodified conveniently
Satisfaction of the customer, i.e. learner.Improvement of the human resource ofthe e – learning organizationICT used for e...
Satisfaction                of learner                FOCAL                AREAS e-learning                     ICTorganiz...
“Measures of quality begin with  vision and mission”. (Moore,     2005, Sloan Consortium  Quality Framework and the       ...
The Sloan Consortium Quality Frameworkand the Five Pillars(2005) ISO 9000:2000Panorama (European e-learning-2005)  Quality...
COL-Knowledge SeriesAustralian University QualityAgency(AUQU)Distance Education Council(India)International Network for Qu...
Learning ProcessStudent SatisfactionTutor/Faculty SatisfactionInstitutional SupportCost EffectivenessAccess to Virtual Env...
For sustained, experientiallearning, interaction among onlinelearners is pivotal
Students should feel that the e-learning course solves their goals, interms of academic outcome, careerenhancement, and pr...
Role of tutor as facilitator andmoderatorFaculty are rewarded for teachingonlineConducting research aboutimproving teachin...
Technical supportOnline repositoriesIncentives for innovative practicesElectronic security measuresOmbuds office
Affordable so as to make itavailable and appealing to themasses, and to invite a newmarket of potential e-learners
based on pedagogicalneedsreliable and robustaligned with the institution’s technicalinfrastructure
Continuous Quality Improvement in theorganizationQuality should become a feature ofpersonal and organizational actionsDeve...
Formative and summativeassignmentsEvaluation process is used to improvethe teaching/learning process
All the quality frameworksdescribed above are interwovenintricately to create an effective,   meaningful, enhanced and   s...
All stakeholders work as a team andwith total commitment to ensure thatquality standards are realized,maintained and conti...
The frameworks of quality have to consistently  develop and evolve for the following reasons:  To keep pace with the emerg...
DEFINE                       The e-learning                          trainingDETERMINE The impact of the                  ...
Quality must no longer be regarded as aburdensome, costly evil, but as aparadigm for action to establish such aculture. Qu...
With the exponentialgrowth of e – learning, thesearch for Quality in e –learning is an ongoingprocess.
Contemporary quality issues in  e -  learning
Contemporary quality issues in  e -  learning
Contemporary quality issues in  e -  learning
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Contemporary quality issues in e - learning

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Contemporary quality issues in e - learning

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Contemporary quality issues in e - learning

  1. 1. Contemporary Quality Issues in e-LearningPratibha KohliPrincipalMaharaja Agrasen Model School, PitampuraDelhi
  2. 2. The invasion of ubiquitous internet freed humans from narrow constraints of neighborhood schools and colleges ushered in an era of globalization in education
  3. 3. e-Learning also called: CBT (Computer-Based Training) IBT (Internet-Based Training) WBT (Web-Based Training)
  4. 4. Modalities of e – Learning (Naidu 2006) Individualized Individualized self-paced self-paced e-learning online e-learning offline Modalities Group-based Group-based e-learning e-learning synchronously asynchronously
  5. 5. Individualized – as per aptitude &attitudeLearner paced and learner centeredCaters to varied learning needs andrequirements
  6. 6. Several modes of delivery of thelearning contentFor geographically dispersed learnersAccessible 24 X 7Learners do not waste precious time ingoing to the educational institution
  7. 7. EconomicalFor adult learners : learn while you earnCost effective
  8. 8. New generation tech savvyComputing devices everywheree - learning material can be updated andmodified conveniently
  9. 9. Satisfaction of the customer, i.e. learner.Improvement of the human resource ofthe e – learning organizationICT used for e-learning and learningcontent
  10. 10. Satisfaction of learner FOCAL AREAS e-learning ICTorganization services
  11. 11. “Measures of quality begin with vision and mission”. (Moore, 2005, Sloan Consortium Quality Framework and the Five Pillars).
  12. 12. The Sloan Consortium Quality Frameworkand the Five Pillars(2005) ISO 9000:2000Panorama (European e-learning-2005) Quality on the line- IHEP (2000)Integrated Quality and EnhancementReview, UK (2008)
  13. 13. COL-Knowledge SeriesAustralian University QualityAgency(AUQU)Distance Education Council(India)International Network for QualityAssurance Agencies in HigherEducation(INQAAHE)EFQUEL
  14. 14. Learning ProcessStudent SatisfactionTutor/Faculty SatisfactionInstitutional SupportCost EffectivenessAccess to Virtual EnvironmentCulture of QualityAssessment and Evaluation
  15. 15. For sustained, experientiallearning, interaction among onlinelearners is pivotal
  16. 16. Students should feel that the e-learning course solves their goals, interms of academic outcome, careerenhancement, and professionalgrowth or provide opportunity foremployment. Flexibility in course structure
  17. 17. Role of tutor as facilitator andmoderatorFaculty are rewarded for teachingonlineConducting research aboutimproving teaching onlineIn – service training
  18. 18. Technical supportOnline repositoriesIncentives for innovative practicesElectronic security measuresOmbuds office
  19. 19. Affordable so as to make itavailable and appealing to themasses, and to invite a newmarket of potential e-learners
  20. 20. based on pedagogicalneedsreliable and robustaligned with the institution’s technicalinfrastructure
  21. 21. Continuous Quality Improvement in theorganizationQuality should become a feature ofpersonal and organizational actionsDevelop and propagate a culture ofquality within the organization amongall its stakeholders.
  22. 22. Formative and summativeassignmentsEvaluation process is used to improvethe teaching/learning process
  23. 23. All the quality frameworksdescribed above are interwovenintricately to create an effective, meaningful, enhanced and sustainable pedagogy of e - learning.
  24. 24. All stakeholders work as a team andwith total commitment to ensure thatquality standards are realized,maintained and continuouslyimproved upon.
  25. 25. The frameworks of quality have to consistently develop and evolve for the following reasons: To keep pace with the emerging digitalization, The distinctiveness of each learner needs to be known, analyzed, interpreted and then worked upon To develop greater credibility about the system of e-learning in the minds of people To update with the novel changes in education system and pedagogy
  26. 26. DEFINE The e-learning trainingDETERMINE The impact of the DESIGNlearning experience The e-learning experience DELIVER DEVELOP The e-learning The e-learning event resources Clayton et al,2008
  27. 27. Quality must no longer be regarded as aburdensome, costly evil, but as aparadigm for action to establish such aculture. Quality development mustbecome a core process of educationalorganization. (Ehlers et al, Panorama,2005)
  28. 28. With the exponentialgrowth of e – learning, thesearch for Quality in e –learning is an ongoingprocess.
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