E‐learning quality assurance: a process‐oriented lifecycle model
| Date | 10 July 2009 |
| DOI | https://doi.org/10.1108/09684880910970678 |
| Published date | 10 July 2009 |
| Pages | 281-295 |
| Author | M'hammed Abdous |
| Subject Matter | Education |
E-learning quality assurance:
a process-oriented lifecycle model
M’hammed Abdous
Center for Learning Technologies, Old Dominion University,
Norfolk, Virginia, USA
Abstract
Purpose – The purpose of this paper is to propose a process-oriented lifecycle model for ensuring
quality in e-learning development and delivery. As a dynamic and iterative process, quality assurance
(QA) is intertwined with the e-learning development process.
Design/methodology/approach – After reviewing the existing literature, particularly focusing on
QA frameworks, procedures, and methodology, a process-oriented model structured around three
sequential non-linear phases is presented: before: planning and analysis; during: design, prototype and
production;and after: post-productionand delivery. This model is supportedby an advanced information
system used toorganize, track, collect, and generatereports regarding QA changesand needed updates.
Findings – Following a process-oriented lifecycle approach, the paper emphasises that QA requires a
supportive environment that explicitly recognizes quality as a work value and as an enabler for
reaching organizational goals.
Practical implications – The paper proposes a practical QA model which follows e-learning
development phases. For each development phase, practical steps, including sample checklists, are
recommended.
Originality/value – The proposed model has the potential to transform QA from a static,
after-the-fact state to a more iterative and dynamic state, thus promoting a culture of ongoing
self-improvement, rather than of circumstantial compliance, within the e-learning community.
Keywords Quality, Qualityassurance, E-learning, Higher education
Paper type Conceptual paper
Introduction
In the midstof the technological paradigmshift reshaping institutionsof higher education
(HE), the question of quality assurance (QA) is at the forefront of university leadership
concerns worldwide (Newton, 2007; van Damme, 2002). The resurgence of this old/new
quality debate is driven by the confluence of contextual factors, such asthe competitive
global economy, external pressures for greater accountability and responsiveness,
financial constraints and massification effects. Indeed, these factors are pressuring HE
institutionsto implement QA procedures in orderto improve teaching, learning, research,
and services,particularly for e-learning[1]which sometimes still suffersfrom the stigmas
(occasionally found ed) of poor quality and low standards (Ch ua and Lam, 2007).
This increased attention has resulted in a proliferation of guidelines,
recommendations, procedures and checklists aiming at compliance, accountability,
and improvement (Hodson and Thomas, 1999), but also at regaining stakeholders’
confidence by reassuring them that e-learning courses are equally as rigorous as
courses delivered in a traditional face-to-face format (Hope, 2001).
While most universities have implemented some form of internal self-regulated
QA procedures, it is hard to find a comprehensive and practical QA framework that
systematically covers HE inputs, processes and outputs (Inglis, 2005). These efforts are
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E-learning
quality
assurance
281
Quality Assurance in Education
Vol. 17 No. 3, 2009
pp. 281-295
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684880910970678
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