Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning
E-learning has evolved for more than a decade, and universities are gradually embracing e-learning to provide more learning experience for their learners. E-learning is the use of electronic means through which training is received and obtained. E-learning offers a wide range of advantages (time and...
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| Format: | Article |
| Language: | English |
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University of Tehran
2019-09-01
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| Series: | Journal of Information Technology Management |
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| Online Access: | https://jitm.ut.ac.ir/article_74292_60f8d2b333a1a30404217e3a38aec4ef.pdf |
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| author | Marwah Khaleel Farhan Hasanien Ali Talib Mazin S. Mohammed |
| author_facet | Marwah Khaleel Farhan Hasanien Ali Talib Mazin S. Mohammed |
| author_sort | Marwah Khaleel Farhan |
| collection | DOAJ |
| description | E-learning has evolved for more than a decade, and universities are gradually embracing e-learning to provide more learning experience for their learners. E-learning is the use of electronic means through which training is received and obtained. E-learning offers a wide range of advantages (time and room mobility, cost-effectiveness, etc.) and also overcomes the limitations of digital learning that have led to the widespread adoption of the institute. The poor quality of e-learning services is one of the main causes of the number of errors collected. Experts proposed performance models for e-learning systems, but most relied solely on pedagogical opinions. From a software perspective, very limited attention is paid to evaluating the performance of e-learning applications. It is therefore quite difficult to evaluate the overall performance of the e-learning scheme effectively. The aim of this study is to draw up separate stakeholders in the e-learning system by providing a roadmap to ensure the effectiveness of their e-learning facilities, particularly in emerging countries and Iraq. The higher education data system guarantees and measures the performance of its e-learning system in its own way, as there is no specific definition of the performance of the e-learning system. This work is expected to be ready to harmonize the various stakeholders to a satisfactory standard within the performance framework. |
| format | Article |
| id | doaj-art-71d7c12253d54f5f80693cec7623477f |
| institution | OA Journals |
| issn | 2008-5893 2423-5059 |
| language | English |
| publishDate | 2019-09-01 |
| publisher | University of Tehran |
| record_format | Article |
| series | Journal of Information Technology Management |
| spelling | doaj-art-71d7c12253d54f5f80693cec7623477f2025-08-20T01:58:04ZengUniversity of TehranJournal of Information Technology Management2008-58932423-50592019-09-01113162810.22059/jitm.2019.7429274292Key Factors for Defining the Conceptual Framework for Quality Assurance in E-LearningMarwah Khaleel Farhan0Hasanien Ali Talib1Mazin S. Mohammed2Scholarships and Cultural Relations Directorate, Ministry of Higher Education and Scientific Research, Baghdad, Iraq.Computer Science Department, College of Pure Sciences of Education, University of Mosul, Mosul, Iraq.Assistant Professor, Computer center/University of Mosul, Mosul, Iraq.E-learning has evolved for more than a decade, and universities are gradually embracing e-learning to provide more learning experience for their learners. E-learning is the use of electronic means through which training is received and obtained. E-learning offers a wide range of advantages (time and room mobility, cost-effectiveness, etc.) and also overcomes the limitations of digital learning that have led to the widespread adoption of the institute. The poor quality of e-learning services is one of the main causes of the number of errors collected. Experts proposed performance models for e-learning systems, but most relied solely on pedagogical opinions. From a software perspective, very limited attention is paid to evaluating the performance of e-learning applications. It is therefore quite difficult to evaluate the overall performance of the e-learning scheme effectively. The aim of this study is to draw up separate stakeholders in the e-learning system by providing a roadmap to ensure the effectiveness of their e-learning facilities, particularly in emerging countries and Iraq. The higher education data system guarantees and measures the performance of its e-learning system in its own way, as there is no specific definition of the performance of the e-learning system. This work is expected to be ready to harmonize the various stakeholders to a satisfactory standard within the performance framework.https://jitm.ut.ac.ir/article_74292_60f8d2b333a1a30404217e3a38aec4ef.pdfe-learningquality insurancequality in e-learningevaluation designlearner supporte-learning schemes |
| spellingShingle | Marwah Khaleel Farhan Hasanien Ali Talib Mazin S. Mohammed Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning Journal of Information Technology Management e-learning quality insurance quality in e-learning evaluation design learner support e-learning schemes |
| title | Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning |
| title_full | Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning |
| title_fullStr | Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning |
| title_full_unstemmed | Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning |
| title_short | Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning |
| title_sort | key factors for defining the conceptual framework for quality assurance in e learning |
| topic | e-learning quality insurance quality in e-learning evaluation design learner support e-learning schemes |
| url | https://jitm.ut.ac.ir/article_74292_60f8d2b333a1a30404217e3a38aec4ef.pdf |
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