Introduction


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Introduction

Quality in e-learning - why is it so important?
e-Learning, which in the ICCA project has been defined as any and all 'technology-supported learning'¹, has been in use in workplace learning and in education and training organisations for quite some time. Take-up began at the edge of mainstream education, training and professional development and focused mainly on those who, for a variety of reasons, were unable to participate in existing education and training provision. However, with the spread of the internet and the integration of ICTs across economic, social and political life, we are now seeing mainstreaming in adoption and integration of technology in education and training, sometimes described as 'blended learning'².

As our experience with e-learning matures, one result is a growing concern for quality - both because early adopters have experienced less than expected results based on early promises³, and because those previously not using the technologies now concern themselves with how they integrate technology into their everyday working and learning. For example, in the recent consultation exercise concerning a Unified e-Learning Strategy in the UK, 26% of respondents to a DfES survey said that 'agreeing quality standards for assessment would be vital to ensure the academic credibility of e-learning' and 30% stated that 'technical quality standards were essential for hardware and software'⁴. It is also important to put this concern in the context of the changing nature of education, training and professional development. There are significant and much broader changes taking place, driven by new 'lifelong learning' demands, the impact of new technologies on jobs and occupational requirements as companies and policy makers concern themselves with adapting to the knowledge society.

...continue to the problem

¹ This broad definition of e-learning is increasingly accepted as the norm. In the UK DfES Towards a Unified e-Learning Strategy consultation document of July 2003, they state: 'If someone is learning in a way that uses information and communication technologies ICTs, they are using e-Learning'. e-Learning exploits interactive technologies and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board. http://www.dfes.gov.uk/cybrarianproject/uploads/e-learning%20strategy%20pdf%20final.pdf

² Recent reports from the author (European e-Learning Market Report 2002), ASTD (Training for the New Economy: A State of the Industry Report 2003) and CIPD (Training and Development 2002) show that, while e-learning does not achieve the levels of usage of other traditional methods (classroom and on the job), it is nonetheless growing as a percentage of overall post-compulsory education and training.

³ See the author's Quality and e-Learning in Europe 2002. Published by Bizmedia. http://www.elearningage.co.uk. Also Figure 8. Training Managers' Perceptions of e-Learning, Page 9. CIPD Training and Development 2002 Survey report April 2002.

⁴ Progress towards a Unified E-Learning Strategy. Published 8 April 2004 by the e-Learning Strategy Unit, Department for Education and Skills (UK)

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