L10 4 4

=Performance of students with diverse backgrounds and capabilities 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).

Hannon & D’Netto (2007) found that students whose first language was English had significantly more positive perceptions of online learning. They also found that learners from different cultural backgrounds differ in their ability to work with online learning technologies. Given such differences it would seem important to monitor the performance of diverse student groups in e-learning to ensure that the pedagogies and learning materials are appropriate for a diverse student population.