E-LEARNING

Challenges Faced By Faculty Who Are Involved With E-Learning

Challenges Faced By Faculty Who Are Involved With E-Learning

Introduction

Higher education institutions all over the world, and not the least in developing countries, are challenged to become more competitive on a global level. This can be seen as a part of a globalization process, which includes a reshaping of higher education where networked learning, e-learning, and the formation of virtual institutions are important. The accountability movement in higher education and a number of less successful e-learning projects have amplified concerns about quality in e-learning. Enhancing and assuring quality is critical to the success of higher education institutions involved in e-learning. For instance, McGorry (2003) asks for more attention to be paid to the quality of e-learning in higher education. Zhao (2003) recommends that universities implement a quality assurance plan aimed specifically at e-learning programmes.

Discussion and Analysis

Models such as The Institute of Higher Education Policy and The Sloan Consortium Quality Framework, which have been very influential, are rooted in specific cultural norms and values. One important observation is that they are situated in a Western culture. Accordingly, the applicability of these models in other cultural contexts is put in question. In a globalized world, and with the attempt to enhance cross-cultural enterprises, e-quality models should then specifically consider cultural and cultural-pedagogical constructs.

Any framework or model for assuring and enhancing quality of education explicitly or implicitly should build on a set of theoretical premises. Otherwise, the aim of the model - what is good teaching/learning, how to improve student learning, and how and when it should be undertaken - cannot be articulated. However, in many of the contemporary e-quality models, the theoretical foundation is not articulated. It seems that some of the models are composed of an assemblage of the benchmarks, not building on a comprehensive theoretical approach. In developing e-quality framework, it is important to ensure a sound theoretical grounding.

In this paper, we present a comprehensive e-quality framework for enhancing and assuring quality in virtual institutions, which attempts to answer some of the problems in many contemporary models. This framework builds on both practical and theoretical knowledge and is informed by socio-cultural thinking.

E-quality framework

The framework was developed through a comprehensive review of the practical knowledge (i.e. models, guidelines, benchmarks, etc.) used in practical quality work, as well as through examining the research on quality of e-learning and of higher education. The analysis and synthesis of the literature in the field resulted in a comprehensive e-quality framework. Using Delphi method for continuous improvement, the framework was further refined and improved as a result of critique from researchers, teachers, and other stakeholders at Gothenburg University and a number of Iranian virtual institutions. Also, the validity and usability of the e-quality framework is subject to continual review. Thus, the framework needs to be upgraded and updated regularly in terms of the benchmarks and their importance (Ko, 2001).

As mentioned earlier, the e-quality framework is influenced by socio-cultural thought. This means, for example, that social aspects of learning ...