EMM v2.3 E1

'''E1. Students are able to provide regular feedback on the quality and effectiveness of their e-learning experience'''

Background
The need for institutions and teachers to solicit and analyse student feedback that is formative, summative, and based on multiple independent and standard evaluations is well acknowledged (Kirkpatrick, 1977; Forsyth et al., 1999; Arreola, 2000; Sherry, 2003; Thompson and Irlene, 2003; Brennan and Williams, 2004). Student feedback is a reliable and important measure of teaching and learning quality that can be used to inform action for improvements; it is also informative for prospective students (Brennan et al., 2003; Richardson, 2005a, 2005b). However, for feedback to be of use for improving teaching and learning it must be understood and acted upon (Kember et al., 2002), and the implications disseminated (Ellis et al. 2007, p. 7).

Jara (2010) states that quality assurance procedures are failing to gather sufficient information from students. Disaggregated processes, distributed teams, the remoteness of distance students, and the standing of e-courses in institutions was affecting the quality of the feedback process. A wider range of mechanisms of collecting student feedback is recommended, and procedures need to be in place to ensure that collected feedback is acted upon. Course leaders need to explicitly assign responsibility for quality assurance and the monitoring of assurance programmes. Richardson (2005a) identifies some obvious but key issues for obtaining reliable and useful information: “Feedback should be sought at the level at which one is endeavouring to monitor quality…the focus should be on students’ perceptions of key aspects of teaching or on key aspects of the quality of their programmes…feedback should be collected as soon as possible after the relevant educational activity” (p. 409-10).

Evidence of capability in this process is seen in the inclusion of a formal student evaluation plan in the design and development of projects and courses. This plan should include conducting multiple formal evaluations, both summative and formative, in a standard way that allows for comparison of results between projects and over time. Information on how the evaluation results are being used to improve the quality and effectiveness of their learning should be provided to students. Policy and guidelines should require that student evaluations to be independently conducted and provide standard forms that they should take. The results of the evaluations should be used to inform ongoing and new development, and to support resources and strategy. Teaching staff are provided with templates, examples, training and support in using the range of evaluation resources available to support student learning.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) evaluation and assessment benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).