QAHE Insights

Abstract:
The field of e-learning systems is focused on enhancing efficiency and capacity, which necessitates adherence to quality standards. To address this, a framework for evaluating the quality and performance of e-learning content is proposed. The framework consists of a survey instrument comprising seven primary criteria and multiple item questions. Developed through an expert-oriented approach, the evaluation framework aims to assess the quality of electronic education, particularly in higher education courses in Saudi Arabia. Its implementation facilitates standardization and classification of e-content, contributing to the overall improvement of e-learning systems.

Introduction:
The rise of e-learning methods has revolutionized education and training, providing opportunities for both local and distant learners. With the increasing acceptance of e-learning, the need for technically proficient and qualified content delivery becomes crucial, particularly in formal e-learning systems. To ensure the effectiveness of e-learning platforms, the quality of digital content must undergo rigorous evaluation. This research presents a framework for evaluating the quality of e-content and its performance in an e-learning environment. By incorporating expert reviews, the framework serves as a foundation for assessing the potential of e-learning digital courses.

Related Work:
Existing evaluation methods in the field of e-learning can be classified into five groups. Case study evaluations focus on descriptive analyses, often applied in higher education settings. Comparative evaluations compare e-learning performance with other learning platforms. Performance evaluations assess the efficiency of e-learning platforms based on student performance. Benchmarking evaluations propose quality standards for e-learning software and systems. Meta-study based evaluations employ meta-studies for assessing e-learning content.

Evaluation Criteria for Quality Assessment:
The proposed evaluation framework for e-content quality assessment in higher education platforms in Saudi Arabia considers both social-cultural criteria and effective content delivery. The framework addresses the challenges posed by diverse graduate courses, providing a standardized and comprehensive approach to evaluating e-content for students.

Conclusion:
The evaluation framework presented in this research offers a systematic and expert-oriented approach to assess the quality and performance of e-content in e-learning platforms. By establishing a structure for evaluation, this framework contributes to the standardization and classification of e-content, ultimately enhancing the overall quality of e-learning systems. Further research and implementation of this framework have the potential to drive advancements in e-learning content delivery and improve the effectiveness of educational platforms.

References:
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