D3.4.2

=Students’ awareness of the relationships between course elements and learning objectives 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).

When clearly defined objectives are lacking, there is no sound basis for the selection or designing of instructional materials, content, or methods. With clear objectives in view, students at all levels are better able to decide what activities on their part will help them get to where it is important for them to go (Mager 1984).

If course documentation includes clear learning objectives then evaluation of the students’ attitudes and competence with respect to the objectives can be made at the course outset this can guide course refinement (Combs et al. 2008).