Abstract:

This paper focuses the general question of how to evaluate the quality of on-line courses. It is based on the research findings of the project “Electronic Learning and Assistance Network” (ELAN) which is funded by the European Commission (eTen-programme).
In order to answer the initial question, a relational approach to quality assurance of on-line courses will be presented. Following a rigorous learner-oriented approach, quality is considered as an attribute of the relation between course AND learner and not as an substantial attribute of a course: So, the learner and his characteristics play a decisive role in establishing quality and for this reason the learner becomes a co-producer.
In this regard, the evaluation of on-line courses alone in the sense of „product quality” – e.g. based on technical checklists – is insufficient. It has to be supplemented by the evaluation of usage and the overall evaluation of the appropriateness of the on-line course in relation to the learner’s demands and requirements.
Therefore, an on-line course is analyzed as a specific environment which facilitates learning. In a more general perspective this environment is a space of learning possibilities. This space of possibilities is developed as a space of four learning dimensions:
- Incentives of learning: Does the on-line course support an appropriate incentive for starting and continuing learning (for example: incentive setting, scenario, stimulation)?
- Learning process: Does the on-line course support an appropriate process of learning (for example: learning activities or sequence of content)?
- Learning support: Does the on-line course support appropriate help in case the learner is not able to master a learning related problem or difficulty (for example: FAQ, Email).
- Feedback on learning results: Does the on-line course support appropriate feedback to the learner about his learning outcome (for example: quiz, test, certificate)?

The specific parameter value within these four dimensions are analyzed based on a Relational Quality Criteria Catalogue (RQCC), which we developed during the ec-funded ELAN project.
The first step of applying the RQCC is the identification of the typical target group of an on-line course as defined by the author. The following steps judge the appropriateness along the items of the four dimensions in relation to the target group.
As a main outcome of our paper the Relational Quality Criteria Catalogue (RQCC) will be explained, which furthermore examplifies our strictly learner-oriented approach in accordance with the concept of e-learning as self-regulated learning. The presented relational approach to Quality Assurance establishes fundamental categories for evaluation of e-learning quality and presents an innovative and so far neglected approach in the field of e-learning.
This paper will present major results applying the relational approach to quality assurance of on-line courses in practice. It refers to positive experience in training authors as well as evaluators.

Keywords:

quality assurance, evaluation, e-learning, relational approach, learning environment.