The field of e-learning systems is focused on enhancing efficiency and capacity, which necessitates adherence to quality standards. To address this, a framework for evaluating the quality and performance of e-learning content is proposed. The framework consists of a survey instrument comprising seven primary criteria and multiple item questions. Developed through an expert-oriented approach, the evaluation framework aims to assess the quality of electronic education, particularly in higher education courses in Saudi Arabia. Its implementation facilitates standardization and classification of e-content, contributing to the overall improvement of e-learning systems.
The rise of e-learning methods has revolutionized education and training, providing opportunities for both local and distant learners. With the increasing acceptance of e-learning, the need for technically proficient and qualified content delivery becomes crucial, particularly in formal e-learning systems. To ensure the effectiveness of e-learning platforms, the quality of digital content must undergo rigorous evaluation. This research presents a framework for evaluating the quality of e-content and its performance in an e-learning environment. By incorporating expert reviews, the framework serves as a foundation for assessing the potential of e-learning digital courses.
Existing evaluation methods in the field of e-learning can be classified into five groups. Case study evaluations focus on descriptive analyses, often applied in higher education settings. Comparative evaluations compare e-learning performance with other learning platforms. Performance evaluations assess the efficiency of e-learning platforms based on student performance. Benchmarking evaluations propose quality standards for e-learning software and systems. Meta-study based evaluations employ meta-studies for assessing e-learning content.
Evaluation Criteria for Quality Assessment:
The proposed evaluation framework for e-content quality assessment in higher education platforms in Saudi Arabia considers both social-cultural criteria and effective content delivery. The framework addresses the challenges posed by diverse graduate courses, providing a standardized and comprehensive approach to evaluating e-content for students.
The evaluation framework presented in this research offers a systematic and expert-oriented approach to assess the quality and performance of e-content in e-learning platforms. By establishing a structure for evaluation, this framework contributes to the standardization and classification of e-content, ultimately enhancing the overall quality of e-learning systems. Further research and implementation of this framework have the potential to drive advancements in e-learning content delivery and improve the effectiveness of educational platforms.
Al-Alwani, A. (2014). Evaluation Criterion for Quality Assessment of E-Learning Content. E-Learning and Digital Media, 11(6), 532-547.
Bates, A. W. (2010). Technology, e-learning and distance education. Routledge.
Krpan, D., & Stankov, I. (2009). E-learning standards for instructional design: Current state and future perspectives. Interdisciplinary Journal of Knowledge and Learning Objects, 5, 195-215.
Liu, D. Y., Huang, R. S., & Wosinski, M. (2010). A review of e-learning evaluation models. In 2010 International Symposium on Information Technology in Medicine and Education (pp. 108-112). IEEE.
Vassileva, J. (2008). Towards social adaptive e-learning systems. Journal of Educational Technology & Society, 11(4), 207-222.
Wellington, J. (2008). Educational research: Contemporary issues and practical approaches. Continuum International Publishing Group.