Using Students' Experiences to Derive Quality in an E-Learning System: An Institution's Perspective

Autor/inn/en	Alexander, Shirley; Golja, Tanja
Titel	Using Students' Experiences to Derive Quality in an E-Learning System: An Institution's Perspective
Quelle	In: Educational Technology & Society, 10 (2007) 2, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Systems Approach; Teaching Methods; Student Experience; Educational Quality; Benchmarking; Management Systems; Delivery Systems; Computer Software Evaluation; Questionnaires; Student Surveys; Foreign Countries; Educational Technology; Information Technology; Technology Uses in Education; Australia + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Quality of education; Bildungsqualität; Auslieferung; Softwareanalyse; Fragebogen; Schülerbefragung; Ausland; Unterrichtsmedien; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners' experiences of e-learning. These practices are influenced by the teachers' design of e-learning and emerging technologies as well as by the institutional and societal contexts in which both learners and teachers operate. We give an account of two major evaluation studies at the University of Technology, Sydney (UTS), utilising a systems approach to investigate the consequences of e-learning, and we inquire into the value of this particular institutional approach for deriving e-learning quality. We use selections from the large dataset to describe and analyse students' and teaching staff's experiences of an e-learning system (LMS) over a two-year period. Our findings reveal that learners' experiences warrant consideration in shaping future e-learning developments at UTS, and that students value e-learning in facilitating their access to education for making choices about their learning and for enabling engagement in collaborative and interactive learning activities, while they also recognise the current constraints on e-learning imposed by the developers of LMS technologies. (Contains 8 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10