<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.</p></abstract>

Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and others are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.

B-learning Quality: Dimensions, Criteria and Pedagogical Approach

e-IPP / CICE, Polytechnic Institute of Oporto, Portugal

e-IPP / ESTGF - CIICESI, Polytechnic Institute of Oporto, Portugal

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"B-learning Quality: Dimensions, Criteria and Pedagogical Approach"}

Measuring the quality of a b-learning environment is critical to determine the success of a blearning course. Several initiatives have been recently conducted...

B-learning Quality: Dimensions, Criteria and Pedagogical Approach

Data publikacji: 11 gru 2014

Zakres stron: 56 - 75

DOI: https://doi.org/10.2478/eurodl-2014-0004

Słowa kluczowe
e-learning, blended learning, learning quality, quality models, e-learning dimension, blearning criteria, pedagogical approach for learning

© 2014

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

B-learning Quality: Dimensions, Criteria and Pedagogical Approach

Data publikacji: 11 gru 2014

Zakres stron: 56 - 75

DOI: https://doi.org/10.2478/eurodl-2014-0004

Słowa kluczowee-learning, blended learning, learning quality, quality models, e-learning dimension, blearning criteria, pedagogical approach for learning

© 2014

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
e-learning, blended learning, learning quality, quality models, e-learning dimension, blearning criteria, pedagogical approach for learning