L6 5 1

=Information on the ability of students to access and assess content and conduct research guides training and support resourcing. =

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).

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).

Validation of e-learning processes 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
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). This is exactly what is described by Abdous (2009) in a pilot programme.

Gaps can be identified in entry-level knowledge and resources allocated (Salisbury & Ellis 2002).

Dunn (2002) argue from a multi-year assessment of information literacy skills at California State University that it is important to actually assess information skills. A process must be established for assessing student information and research competence. This data can be used to target information competence instruction. Assessment, however, must be real-world in context. http://www.calstate.edu/LS/AA-2006-14.pdf

Emmett & Emde (2007) describe how they have used an assessment tool based on the ACRL’s ‘information literacy competency standards for higher education’ tool. These researchers provide methods for assessing information literacy skills by focusing on the development of an assessment tool based on learning outcomes. The append their tool in full to the article.

Mittermeyer & Quirion (2003) use a 20 question quiz to study information research skills of first year undergraduates in Quebec. They conclude, ‘Despite the limited number of variables in this study, the results indicate that a significant number of students have limited knowledge, or no knowledge, of basic elements characterizing the information research process’ (p. 7). And recommend, (1) regular evaluation of the information research literacy of first-year undergraduate students upon entrance to university; (2) participation of a library representative in the various program committees; (3) successful completion of a test to measure information literacy competencies during students’ first year of studies; (4) incorporation of information literacy instruction into academic programs at the undergraduate and graduate levels.