L6 4 5

=Student use of digital information facilities is monitored regularly. =

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).

Resources
Mazza & Botturi (2007) explain how the use of monitoring software can help to answer questions such as ‘are students participating in discussions?’ They describe the GISMO software which allows teachers to identify students with low numbers of logins and a poor participation record. Additional assistance and encouragement could then be targeted.

Many LMSs provide for the collection of data on their use by students and staff.

Juan et al. (2009) describe the SAMOS information system for monitoring students’ and groups’ activities in an e-learning context. They have attempted to ensure that students reach a satisfactory level of involvement in the learning process and to avoid high drop-out rates caused by lack of adequate support and guidance in e-learning. Non-participating students and groups can be identified by these methods and timely intervention initiated.