O3.4.1

=Compliance with institutional e-learning technology plans during e-learning design and development activities 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).

Resources
Bates (2007) explains how and why the implementation of e-learning plans must be monitored. He describes the Southern Alberta Institute of Technology’s uptake of e-learning. Considerable attention was paid to how success in e-learning could be monitored and evaluated. Existing evaluation methodologies were found to be insufficient. Thus a further set of key specific performance indicators were established (see pg 61-62). One of these indicators is ‘implementation of quality assurance procedures’.