E-Learning Quality: Relations and Perceptions
Javier Sarsa, Rebeca Soler, University of Zaragoza, Spain
IJICTE Volume 8, Number 2, ISSN 1550-1876 Publisher: IGI Global
Although e-Learning activities have quickly increased, such a rise has not been parallel in e-Learning quality. While reinforcing some aspects can be very positive, certain deficiencies can lower the quality in e-Learning. Crucial factors such as the institutional policy, the quality of contents, the quality of processes, the results and possible improvements may remain hardly noticeable or may be pushed into the background. Sometimes the effort invested does not amount to any educational result. Perhaps in the future some kind of universally accepted rules to measure e-Learning quality may be reached, but in the history of educational technology there have been few global regulations and much more of flexible guidance. In the last few years several promising e-Learning quality recommendations have appeared. Some relations among the variables of e-Learning quality have been detected. This paper focuses upon this ongoing research which is represented by means of five conceptual maps that ease the visualization of these relations. Additionally a survey about e-Learning quality has been carried out with university students with a view to revealing those variables that are most important for them.
Sarsa, J. & Soler, R. (2012). E-Learning Quality: Relations and Perceptions. International Journal of Information and Communication Technology Education, 8(2), 46-60. IGI Global.
Cited ByView References & Citations Map
Maturity Model for E-Learning Classroom, Bimodal and Virtual Courses in Higher Education: A Preliminary Study
Julia Espinoza-Guzmán, Instituto Tecnológico de Costa Rica, Cartago, Costa Rica; Marcela Zermeño, Tecnológico de Monterrey, Monterrey, Mexico
International Journal of Web-Based Learning and Teaching Technologies Vol. 12, No. 1 (January 2017) pp. 19–31
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