S6.4.2

=Feedback collected regularly from students regarding the effectiveness of the digital information skills support provided.=

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).

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.

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.