O9.4.2

=Feedback collected regularly from students regarding the strategic and operational e-learning goals of the institution.=

Evidence
There is an ongoing need to monitor the use of e-learning and ICTs for course delivery because there is as yet no consensus about what constitutes quality e-learning (Usoro & Abid 2008). These authors state that, ‘effective quality strategies, initiatives and tools are very important for convincing lecturers and other stakeholders to adopt e-learning’ (p. 80). Kidney et al. (2007) believe that, ‘a quality online course would be the direct result of a course creation process that included quality assurance strategies’ (p. 18).

Quality dimensions need to be validated and refined by primary research. For example, it is not yet known whether e-learning saves time or takes time off the lecturer. This needs to be established by assessment and feedback.

Hill (2003) has examined quality in higher education (HE) from the perspective of students. Some of the most influential factors in provision of quality HE were found to be the quality of the lecturer and the student support systems. One concern is that e-learning will detrimentally affect the stimulating environment between lecturer and students (Gibbs 2001). Such fears underscore the importance of obtaining regular feedback on quality from students.

Ehlers (2006) reviews the evidence for learner orientation of quality development and concludes that learner oriented quality development is a necessity. He identifies seven fields of subjective quality from the learner’s point of view. These are: Tutor support, collaboration, technology, costs-expectations-benefits, Information transparency of course/provider, structure of the learning scenario, and didactics.

The UKeU failed because there was not a demand for it. The focus on e-learning must not be on what technology can do, but perhaps predominantly on what customers want. Therefore, we must continuously obtain student feedback on e-learning initiatives and courses.

Resources
There are many methods of obtaining student feedback on e-courses. However, Jara & Mellar (2010) note several barriers to the collection of effective feedback. Their case-study analysis suggests that course teams need to address the quantity and quality of feedback they are gathering. But more importantly the data must be acted upon. Apart from course evaluations, feedback can be obtained through student representation, and through the close relationships of students to online tutors. Online events, online discussion boards, and other similar measures have been implemented with varying success. Jara & Mellar discuss other literature that suggests embedding feedback mechanisms in course activities.