L4 2 1

=Communication channels are monitored to ensure a timely response to students. =

Evidence
Feedback can promote positive experiences during online interaction. If instructors provide prompt feedback, participate in discussions, encourage social interaction and employ collaborative learning strategies (McIsaac et al. 1999).

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
As an example 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.