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Contemporary quality issues in e - learning


Contemporary quality issues in e - learning

Contemporary quality issues in e - learning

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  • 1. Contemporary Quality Issues in e-LearningPratibha KohliPrincipalMaharaja Agrasen Model School, PitampuraDelhi
  • 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. e-Learning also called: CBT (Computer-Based Training) IBT (Internet-Based Training) WBT (Web-Based Training)
  • 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. Individualized – as per aptitude &attitudeLearner paced and learner centeredCaters to varied learning needs andrequirements
  • 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. EconomicalFor adult learners : learn while you earnCost effective
  • 8. New generation tech savvyComputing devices everywheree - learning material can be updated andmodified conveniently
  • 9. Satisfaction of the customer, i.e. learner.Improvement of the human resource ofthe e – learning organizationICT used for e-learning and learningcontent
  • 10. Satisfaction of learner FOCAL AREAS e-learning ICTorganization services
  • 11. “Measures of quality begin with vision and mission”. (Moore, 2005, Sloan Consortium Quality Framework and the Five Pillars).
  • 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. COL-Knowledge SeriesAustralian University QualityAgency(AUQU)Distance Education Council(India)International Network for QualityAssurance Agencies in HigherEducation(INQAAHE)EFQUEL
  • 14. Learning ProcessStudent SatisfactionTutor/Faculty SatisfactionInstitutional SupportCost EffectivenessAccess to Virtual EnvironmentCulture of QualityAssessment and Evaluation
  • 15. For sustained, experientiallearning, interaction among onlinelearners is pivotal
  • 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. Role of tutor as facilitator andmoderatorFaculty are rewarded for teachingonlineConducting research aboutimproving teaching onlineIn – service training
  • 18. Technical supportOnline repositoriesIncentives for innovative practicesElectronic security measuresOmbuds office
  • 19. Affordable so as to make itavailable and appealing to themasses, and to invite a newmarket of potential e-learners
  • 20. based on pedagogicalneedsreliable and robustaligned with the institution’s technicalinfrastructure
  • 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. Formative and summativeassignmentsEvaluation process is used to improvethe teaching/learning process
  • 23. All the quality frameworksdescribed above are interwovenintricately to create an effective, meaningful, enhanced and sustainable pedagogy of e - learning.
  • 24. All stakeholders work as a team andwith total commitment to ensure thatquality standards are realized,maintained and continuouslyimproved upon.
  • 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. 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. 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. With the exponentialgrowth of e – learning, thesearch for Quality in e –learning is an ongoingprocess.