L3 4 4

=Student e-learning skills are 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).

One concern surrounding the ‘massification’ of higher education is the lowering of entry standards and an input-output approach to students-graduates. Wilson (2007) argues that this has the potential to weaken quality education. This means that there is a great responsibility on increasing the quality and quantity of student support systems. However, these must be targeted where they are actually needed. Hence, we must monitor the abilities of students, what they are actually doing, as learning progresses (see Usoro & Abid 2008).

Ho et al. (2010) found that e-learning system quality and e-learning readiness influence learning outcomes indirectly through e-learners' competency. Therefore, organizations that would like to implement e-learning with their employees should focus on improving individuals' online learning skills such as self-direction, meta-cognitive, and collaborative skills.