QUALITY ASSURANCE IN E-LEARNING SYSTEM: LEARNING EFFECTIVENESS AND STUDENT SATISFACTION
University of Central Missouri (UNITED STATES)
Learning effectiveness and student satisfaction have been identified by research as the key indicators in quality assurance for successful online learning. The student performance and course survey evaluation are efficient feedback that represents a high level of quality in teaching and delivering the courses. The purpose of this study is to identify good practices in web-based system that assures quality for assessing students’ achievement. Cause-effect diagram of successful teaching and learning is also presented.
A report by Docebo (2014) indicated that the worldwide market for self-paced E-Learning reached $35.6 billion in 2011; and the study estimated that the revenues would reach some $51.5 billion by 2016. The highest growth rate is Asia at 17.3% (driven by India, China, and Australia), and followed by Eastern Europe with 16.9% (driven by Russia). With advanced technology and advantage in convenience of all parties, there will be a higher demand and progression of online delivery. As faculty and educators, we must strive for excellence in teaching and increasing learning effectiveness for our students and the future of education and training. This paper gathered data from 250 senior undergraduate and graduate students in the School of Technology between years 2013-2015. Online questionnaire was utilized in measuring students’ satisfaction of instructor’s performance, instructional material design, technology and activities used, and supported services. The Statistical Package for Social Science (SPSS) and Regression Analysis were utilized to test significant relationships between independent and dependent variables.
Key topics covered in this study include:
• Statement of problems: quality assurance in web-based system.
• OLC’s five pillars of quality online education; learning effectiveness, faculty satisfaction, scale (capacity enrollment and achieved through cost-effectiveness and institution commitment), access, and student satisfaction.
• Good practices in web-based tools and learning activities; tables and graphs.
• Data analysis on 4 areas measuring student satisfaction.
• Cause-effect diagram of successful online teaching and learning.
• A rubric for assessing learning effectiveness and student satisfaction.
The findings of this study and previous research are used in establishing an effective model of online course delivery. Key components that on-line educators can use in their pedagogical process of Internet-based distance learning to promote student satisfaction and learning effectiveness are 1) campus supported services, 2) instructional and design strategies, 3) use of web-based tools and learning activities, and 4) students’ participation. Good practices and effective rubric for assessing learning effectiveness and student satisfaction can assist course developers, instructors, and administrators to plan, design, implement, and manage of successful E-learning systems.
 Docebo (March, 2014). E-Learning Market Trends & Forecast 2014-1016 Report. Retrieve November 1, 2015, from www.docebo.com