D1.4.6

=Effectiveness of e-learning pedagogies is regularly monitored. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

Suzuki & Tada (2009) draw upon relevant instructional design literature and propose a five tiered hierarchical model for ensuring quality in e-learning course design. They also note the need for a series of studies [or information collected by an institution], aiming at determining learning outcomes and satisfaction measures for students taking courses designed using this model.

Sangra et al. (2007) explain the importance of planning strategy for e-learning. In particular they note that educational design is the key to e-learning and it must be in response to specific objectives and gives guidance to achieve results. To ensure success, however, it is necessary to develop indicators that measure the relationship between kinds of course design and quality. These indicators must obviously have to be empirically measurable.