Jennifer Ireland

Bio: Jennifer Ireland is an academic researcher from University of Western Sydney. The author has contributed to research in topics: Quality management. The author has an hindex of 2, co-authored 2 publications receiving 30 citations.

Developing Quality in E-Learning: A Framework in Three Parts

Abstract: Purpose – The purpose of this paper is to introduce and describe the features of a new e‐learning quality framework developed for a large multi‐campus university. The framework is explicitly designed to improve the quality of e‐learning sites and the quality of online student learning, by developing the skills of the academics who design the sites.Design/methodology/approach – This is a conceptual paper. It examines a range of existing models and literature on evaluative frameworks in e‐learning and positions the new framework within that context. It describes the features that distinguish the new framework from existing models and explains how these differences are tailored to develop the e‐learning design skills of academic staff and to encourage greater engagement with e‐learning quality initiatives across the university.Findings – The paper identifies several features of the new framework that differ from other models and explains the inclusion of these features in terms of the support they provide fo...

Quality in the e-landscape: A collegial and developmental approach

Abstract: Since the appearance of e-learning in the tertiary education sector a range of approaches have been used to enhance the quality of online learning environments. Building on these approaches, at the University of Western Sydney our approach is one of developing quality e-learning sites in a collegial and developmental manner, as a central part of overall good teaching practice. Our view is that, in order for the process to be truly collegial and developmental, it needs to be supported across all levels of the academic environment and, importantly, it should be adopted by academics rather than being imposed upon them. A central aspect of the collegial and developmental approach is that academics should be provided with the skills and support to be the drivers of quality in the e-landscape. This paper introduces a project that applies this developmental and collegial philosophy to building quality in our online learning environments in a whole of enterprise context.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Benchmarking e-learning in higher education : Lessons learned from international projects

Abstract: Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.This qualitative, multiple-case-study research with single and cross-case analysis focuses on benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking e-learning in higher education in extended, stretched and boundless learning environments. It has become obvious through the research that there is a need for new frames of reference for quality in e-learning. The choice of theoretical foundations for benchmarking e-learning will impact the consequences of accomplishing and selecting benchmarks.This research provides directions and recommendations for the future regarding how to accomplish benchmarking e-learning in extended learning environments in which students can study, work and live independently of time and space with global resources at their disposal in lifelong learning environments. The greatest challenge identified in this study for integrating benchmarking e-learning into general quality assurance is the fact that the required changes related to and demanded for e-learning are not fully understood. The research shows that benchmarking as a method will have a significant impact on ordinary quality assurance in higher education.This doctoral dissertation revealed challenges to integrate external quality audits and internally driven benchmarking. The studies have likewise revealed the need for methodological changes by quality assurance bodies and authorities carrying out audit and accreditation for integrating e-learning into quality assurance, as well as the need to fully understand the complexity and the special characteristics of e-learning. Probably, the challenge lies not with the system, success factors or benchmarks but in the lack of knowledge and experience of e-learning systems amongst those charged with implementation. The concept benchlearning was introduced as part of benchmarking exercises.Popular Abstract in FinnishYliopistokoulutus on talla vuosisadalla suurien haasteiden edessa. Yksilollinen, joustava ja avoin opetus ovat tarkeimpia kehitysta ajavia voimia. Tassa ymparistossa opetuksen laatuvaatimukset ovat tarkeita. Tama laadullinen monitapaustutkimus keskittyy e-lerningin benchmarkkaukseen yliopistoissa. Tutkimuksen tulokset tarjoavat kasitteellisia linsseja, joiden avulla voidaan keskustella ja ymmartaa e-lerningin benchmarkkauksen kompleksisuutta avoimessa oppimisymparistossa. Tutkimus on osoittanut, etta tarvitaan uusia viitekehyksia e-learningin laadun varmistamiseen. Benchmarkkausta kaytettaessa teoreettisen perustan valinta vaikuttaa kaytannon toteutukseen ja vertailukohteiden valintaan. Tutkimus tarjoaa vinkkeja ja suosituksia, miten e-learningin benchmarkkausta tulisi toteuttaa yliopistoissa, joissa oppilaat opiskelevat avoimessa ymparistossa ja voivat tyoskennella ja elaa ajasta ja paikasta riippumatta siten, etta heilla on kaytettavissa globaalit resurssit elinikaiseen oppimiseen. Tutkimuksessa havaittiin, etta suurin haaste liittyy siihen, miten e-learningin bechmarkkaus giitetaan yliopistojen yleiseen laatujarjestelmaan. Tata integraatiota ei nykyisin taysin ymmarreta. Tutkimus osoittaa, etta benchmarkkausmenetelmalla on merkittava vaikutus yliopistojen yleiseen laadunvarmistamiseen. Tutkimus osoittaa, etta on haastavaa integroida sisaisesti organisoitu benchmarkkaus ulkoisiin laatuauditointeihin. Laatuauditointeja jarjestavien tahojen ja auditointeja seka akreditointeja suorittavien viranomaisten tulee tehda metodologisia muutoksia toimintaansa, jotta e-learning voidaan integroida laatujarjestelmiin. E-learningin kompleksisuus ja erityispiirteet tulisi myosymmartaa. Varsinaiset haasteet eivat niinkaan ole jarjestelmassa, sen menestystekijoissa tai benchmarkeisssa vaan siina, etta paattajilla ja kayttoonottajilla on liian vahan tietoa ja kokemusta elearningista. Kasite benchlearning nousi esille tassa vaitostutkimuksessa kuvaamaan problematiikkaa. (Less)

A sustainable quality assessment model for the information delivery in E-learning systems

Abstract: Purpose E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively. Design/methodology/approach A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like Principal Component Analysis, Logistic Regression, Chi-square and Analysis of Means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher educatio...

Developing Quality in E-Learning: A Framework in Three Parts

Abstract: Purpose – The purpose of this paper is to introduce and describe the features of a new e‐learning quality framework developed for a large multi‐campus university. The framework is explicitly designed to improve the quality of e‐learning sites and the quality of online student learning, by developing the skills of the academics who design the sites.Design/methodology/approach – This is a conceptual paper. It examines a range of existing models and literature on evaluative frameworks in e‐learning and positions the new framework within that context. It describes the features that distinguish the new framework from existing models and explains how these differences are tailored to develop the e‐learning design skills of academic staff and to encourage greater engagement with e‐learning quality initiatives across the university.Findings – The paper identifies several features of the new framework that differ from other models and explains the inclusion of these features in terms of the support they provide fo...