Quality assurance practices in eLearning : a case of Namibian College of Open Learning (NAMCOL)

Abstract

ELearning has become increasingly critical in the mediation of content and facilitation of learning and learning mode in education institutions and corporate training. Not to mention, the rapid growth of information communication and technology has also brought significant changes in the practice of eLearning. With the introduction of eLearning programmes, there is an expectation by stakeholders of high-quality teaching and learning. However, several scholars indicate that there is doubt in the quality of eLearning programmes at many institutions around the world. The purpose of the qualitative descriptive case study design was to determine and eventually narrate the quality of eLearning and quality assurance practices in the development and implementation of eLearning modalities at NAMCOL. Subsequent to the outcomes of the study was to create an eLearning quality model that would enhance the quality of eLearning at NAMCOL. The purpose highlights the interest of the researcher in gaining an insight by analysing the experiences of the participants on the quality and quality assurance approaches in eLearning at NAMCOL, by understanding the participants in their own voices. The study findings revealed that quality is multi-dimensional thus each participating category defined quality eLearning according to how it related to them. Based on the participants’ experiences, the institution seemed to have done fairly well to ensure quality of teaching and learning through eLearning. Findings pointed to a number of quality assurance measures employed by the institution to ensure quality eLearning, such as: recruitment of appropriately qualified academics and tutors (part-time), team approach for the development of e-content, programme review, external audits, training interventions, establishment of LMS and computer laboratories with internet connectivity among others. Based on the findings, the study has put forward some recommendation aimed at addressing and mitigating the above identified deficiencies: thorough induction to part-time tutors on the policies and guideline document related to eLearning; close collaboration must be established among key departments such as programme development, student support and IT departments. Strategies need to be employed to facilitate close collaboration between subject content and technology experts for cross fertilisation of knowledge and skills. Readiness evaluation need to be conducted to identify tutor and student training needs and ensure the provision of a need-based training and responsive student support. Similarly, there is a need to provide continuous training on the development and teaching of online e-content and make it mandatory for content developers and tutors/facilitators for eLearning.