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Planning for high quality e-learning...

Almala, Abed-Elslame H.

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Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia./
Author:	Almala, Abed-Elslame H.
Description:	356 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0808.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126352
ISBN:	0496736388

Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia.
Almala, Abed-Elslame H.

Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia. - 356 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0808.

Thesis (D.A.Ed.)--George Mason University, 2004.

Quality e-learning is based on principles such as institutional support, course development, teaching/learning, course structure, student support, faculty support, and evaluation and assessment. Many articles, books and studies have been written and conducted on e-learning; however, little research has been done on the quality of e-learning courses at a large public community college. This dissertation assesses and evaluates the quality of e-learning in institutions of higher education, and comprehensively examines the implementation stages of this learning process at the Extended Learning Institute of Northern Virginia Community College.

ISBN: 0496736388Subjects--Topical Terms:

1018008
Education, Community College.

Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia.
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100 1 $a Almala, Abed-Elslame H. $3 1934487
245 1 0 $a Planning for high quality e-learning in institutions of higher education: An analytical case study of a two-year public community college in Virginia.
300 $a 356 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0808.
500 $a Director: Nada Dabbagh.
502 $a Thesis (D.A.Ed.)--George Mason University, 2004.
520 $a Quality e-learning is based on principles such as institutional support, course development, teaching/learning, course structure, student support, faculty support, and evaluation and assessment. Many articles, books and studies have been written and conducted on e-learning; however, little research has been done on the quality of e-learning courses at a large public community college. This dissertation assesses and evaluates the quality of e-learning in institutions of higher education, and comprehensively examines the implementation stages of this learning process at the Extended Learning Institute of Northern Virginia Community College.
520 $a E-learning students, faculty, technical support staff and administrators at the Extended Learning Institute (ELI) were surveyed to obtain their perceptions on the quality of e-learning. Administrators were also interviewed on the process of designing, developing and implementing e-learning courses. In addition, a sample of six e-learning classes was evaluated using Khan's (2001) Web-Based Learning Framework (WBL).
520 $a The responses to these research instruments were used to determine the ELI's e-learning level of quality. The study participants' perceptions, the course evaluation process, and interviews with administrators indicated that the quality of e-learning at the ELI could be improved. Recommendations for enhancing e-learning focus on issues such as upgrading from Blackboard Academic Suite 5 to 6 for its new features such as the content, assessment and collaboration systems, enhancing e-learning courses' development process, diversifying the Web-based e-learning delivery system, providing training for students, improving course structure, providing students and faculty with effective support systems, and using course evaluation data to periodically assess these courses' quality. Responding to these recommendations positively, comprehensively, and in a timely manner would increase the quality of e-learning courses at the ELI and other institutions of higher education.
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