The Concept of the Quality of E-learning Essay Example

to higher education, particularly in relation to scholars, educators, and administrators, it is logical to consider these stakeholders when defining Quality. Therefore, the quality of e-learning programs is often defined as the extent to which the demands and expectations of these key stakeholders are consistently met (Kistan, 2005).Success factors: Critical success factors (CSFs) refer to crucial areas of performance that are essential for an organization to fulfill its mission (Rockart, 1979).

When directors set goals and direct operational activities, they implicitly consider certain important countries that are crucial to achieving those goals. However, by making these areas of performance explicit, they provide a common reference point for the entire organization. Therefore, any activity or initiative undertaken by the organization must consistently ensure high performance in these key areas. Otherwise, the organization may fail to achieve its goals and consequently fail to fulfill its mission. The term "Critical Success Factor" has been adapted for various purposes.

Familiarity with the term is commonly discussed in the context of a project or a business. In this context, CSFs define the fundamental or guiding principles of an endeavor that must be considered to ensure its success.

The Clarity of class ends

Not surprisingly, there has been agreement in the literature that in order to ensure the quality of the teaching/learning process ; planning a class should begin with stated outcomes that identify the expectations from students and faculty from the very beginning. Learning outcomes, which typically drive the effectiveness evaluation process of courses, should also be challenging and directly linked to the institution's overall goals and objectives.

( Mayer et al 2000 ) module members must choose appropriate acquisition manners to achieve class goals

and meet the needs of learners.

Interaction for Learner and coach

Interaction is widely discussed in the literature for its impact on the quality of e-learning. ( Moore, 2002 ) Interaction in the e-learning environment compensates for the lack of direct contact between learners and their module members or peers. Moore ( 1989 ) has identified three types of interaction:

• Interaction between module and learners, which is considered the most critical component that creates an effective learning environment.
• Interaction between learners.
• Interaction between the learner and content material.

• Relevance of multimedia components to class goals.

Research on the quality of e-learning has shown that effective multimedia components are those that align well with class goals and objectives (Graham et al.).

In 2000, four primary technical components regarding multimedia and the impact on the quality of e-learning plans were identified. These include:

- Consistency of pages design and layout, which is crucial for allowing scholars to become familiar with the graphic language of the interface, effectively utilize and reuse their knowledge in different applications, and easily access information.

- Clear organization and accessibility of information, enabling scholars to efficiently accomplish their tasks by understanding the connections between media elements without being distracted by unrelated features.

- Attractive graphics and design, which can encourage scholars studying through multimedia elements or using the learning interface to invest more time.

- Navigation and ease of use, as inconsistent navigation can impede scholars and slow down their learning process.

Additionally, Clay (1999) emphasizes the need to educate and train faculty members on how their involvement in e-learning aligns with the organization's overall strategy and mission. Discussing faculty members' concerns and issues regarding this

type of learning is also crucial to increase their understanding.Caplan (2004) identifies three crucial areas of development that significantly influence the success of e-learning: educational ability, administrative skills, and technical skills. Educational ability involves familiarizing faculty members with the classroom environment, course design, and delivery. Administrative skills, on the other hand, focus on managing the classroom and identifying necessary support from the institution. Lastly, technical skills emphasize learning and utilizing both basic and advanced technological abilities, including understanding the benefits and limitations of technology. The dependability of technology is also crucial as it ensures that technology can perform its intended functions and maintain a certain level of performance under specified conditions. This reliability factor greatly impacts the quality of the learning experience and the overall success of online courses and media devices.The unreliability and instability of technology can easily distract faculty members and scholars from the ongoing teaching/learning process, leading to disappointment. This has raised concerns about the future and viability of e-learning, as uncertainty about technology reliability affects not only the quality of e-learning but also the overall survival of the concept (Hartman et al., 2000).

The success of e-learning relies heavily on the dependability and stability of technology. Scholars and module members often encounter technical obstacles during their learning sessions, treatments, and assignments. Previous studies have emphasized that the availability of technology is crucial for ensuring equal access to course materials. The "handiness of engineering" refers to scholars' ability to overcome technical limitations like computer power, hardware restrictions, bandwidth, etc., in order to have the same access as their peers.

A study by Schrum and Hong (2002) found a significant correlation between the number of

scholars dropping online courses and their difficulties in accessing technological tools for e-learning programs. Accessible technologies offer a distinct advantage by allowing scholars to study at their own convenient time and place. Without such accessibility, scholars may spend more time troubleshooting technical problems instead of engaging in the learning experience.

Therefore, understanding scholars' technological limitations and their readiness to participate equally in the learning experience is necessary for the success of e-learning programs. Davis (2004) emphasizes selecting suitable technological infrastructure and equipment that enable learners to focus on their learning.

Many e-learning establishments now offer their learning materials using both online and offline tools such as CDs and DVDs for those without access to reliable high-speed connectivity.

The Importance of Scholar Support

The significance of support services for scholars cannot be underestimated, as they enhance the learning experience and complement the learning process. Various authors have emphasized the impact of scholars' support on the quality of e-learning (Hughes, 2004). Despite claims by many higher education institutions that they understand the needs and wants of their scholars, this is often not the case. Cashion ; Palmieri (2002) explained that institutions make the mistake of assuming that scholars' needs are solely focused on education and learning, disregarding other forms of support. Furthermore, although many scholars today are aware of educational technologies and facilities, their knowledge and understanding of these tools are not up to par.

The preparation of scholars to handle the demands of their studies, understand their new roles, and comprehend the technology they will encounter is crucial prior to starting their e-learning experience. According to Hughes (2004), learner support tools should go beyond educational necessities and include administrative and information

support, educational guidance, technological support, and study skills such as time management, web content usage, assessment methods, and plagiarism. The responsiveness of learner support and addressing scholar inquiries, suggestions, or complaints is also important for satisfaction and success in e-learning, ultimately impacting the overall quality of the learning program. Smith (2004) states that responsiveness to scholars' questions can increase their satisfaction, tolerance, and the quality of their learning.The majority of e-learners are often busy professionals or full-time employees who highly value and appreciate timely responses to their questions and the availability of support when needed.

Smith (2004) discusses the importance of responsive scholar support in three ways:

• Scholars should have the ability to contact and connect with the person they want to communicate with.

• Scholar support should provide reassurance that if a message is left or an email is sent, it will be acknowledged.

• Prompt action response is crucial, meaning that when immediate action cannot be taken, scholars should receive quick notification about the support they will receive.

Leadership commitment to successful learning

According to Barker et. al. (1999), effective learning requires a comprehensive institutional approach that focuses on teaching and learning processes, supports faculty members, and provides necessary support for faculty starting from its leadership. An e-learning institution cannot succeed without leadership commitment to establish, maintain, and share a clear direction for the institution with a focus on teaching and learning processes. Prioritizing teaching and learning quality and providing support for developing competences and infrastructure demonstrate effective leadership commitment for a fruitful learning experience.

Monitoring

and Enhancing E-learning Establishments

Evaluating and improving the management and academic performance of e-learning establishments is crucial for top management. This includes assessing learning effectiveness, satisfaction levels among scholars and faculty, efficiency, and cost-effectiveness (Bourne and Moore, 2003).

The Significance of Effective Acquisition and Teaching Culture

Fostering a culture of excellence and continuous improvement requires a commitment to quality within an establishment. Quality management systems such as ISO 9000 and the EFQM Excellence model highlight this commitment. It is important for all levels within the e-learning establishment - top management, faculty, and staff - to be dedicated to achieving quality (Mayer et al., 2001).

The Importance of an Appropriate E-Learning Environment

Incorporating e-learning into higher education establishments requires redefining processes that impact organizational structures as well as the roles and responsibilities of scholars and staff.

Bates and Poole (2003) state that the planning of e-learning programs involves defining relevant processes for the e-learning environment and adapting staff and faculty roles, which greatly impacts the quality of e-learning. This leads to changes in institutions' daily work as procedures in e-learning differ from traditional learning. These procedures encompass technological infrastructure planning, instructional design, managing intellectual properties, program management, administrative support for faculty and students, addressing faculty workload and incentives, organizing administration and decision-making processes, pricing courses, and handling financial tasks that need definition or customization in the e-learning environment. E-learning brings about a complete change in learner requirements and roles. Austin (2001) emphasizes that understanding client demands is crucial when developing procedures for e-learning to ensure fiscal sustainability in the acquisition/learning process. It is evident that significant financial investment and support from higher education institutions are required for the e-learning infrastructure. To prepare

students for this type of learning, introductory and orientation programs should be implemented.Furthermore, it is essential to provide a range of learning methods that accommodate the unique requirements, abilities, and schedules of individuals. The investment in e-learning encompasses multiple elements including the development of module competencies, addressing workloads and copyright concerns related to modules, guaranteeing accessible and dependable IT equipment, infrastructure, and multimedia resources, as well as delivering prompt and helpful support for students.

According to Bourne and Moore (2004), the fiscal direction in e-learning administration plays a crucial role in maintaining the quality of e-learning programs.