Running Head: ASSURING QUALITY IN E-LEARNING

Article Critical Analysis Draft:

Assuring Quality in E-Learning Course Design

MIST Team 1:

Deanne Dominguez, Cassandra Humphrey, Maren Sibai, Hiba Adnan

CSU Monterey Bay

IST 520

Dr. Fischer

February 1, 2018
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Abstract

This paper provides a critical analysis of Dimitrios Vlachopoulos’s 2016 article,

“Assuring Quality in E-Learning Course Design: The Roadmap,” which appeared in Volume 17

of International Review of Research in Open and Distributed Learning. The article aims to

standardize the meanings of several frequently used terms pertaining to e-learning and higher

education, namely: “quality and evaluation, efficiency, competitiveness, accountability, the

educational customers, and similar concepts” (Vlachopoulos, 2016). The analysis is broken down

into parts, with the authors taking a closer look at the article’s context/introduction, research

methods, and research results. After, the authors draw their own conclusions through a

discussion of results and summary.

Keywords: quality, quality assurance (QA), e-learning, higher education, course design,

standardization
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Introduction

“Assuring Quality in E-Learning Course Design: The Roadmap,” is a fairly recent article

aimed at standardizing vocabulary and best practices in the e-learning design field. According to

the author, the writing provides, “a qualitative review of the concepts, definitions, and

approaches about quality in general, but also specifically, in e-learning in HE [higher education],

as they have globally appeared in peer-reviewed journals, government reports, and web pages”

(Vlachopoulos, 2016). More specifically, the article aims to compile existing literature in hopes

of providing a standard definition for quality assurance (QA) in the hopes of paving the way for

a more robust and consistent collection of best practices for course design in the higher education

e-learning field.

Although the article does not explicitly mention any particular learning theory, based on

the focus of online higher education, it can be inferred that this report can be applied best to

more recent, technology-based theories such as connectivism and collaborativism.

Before delving into the article analysis, it is important to note that there is a risk of

positive bias in the article. As reported by the author, the research is part of a larger study, E-

Learning Quality Assurance Design Standards in Higher Education (e-QADeSHE), and was

funded by, “Laureate International Universities as the winning research project for the

International David Wilson Award for Excellence in Teaching and Learning (2015 edition)”

(Vlachopoulos, 2016). Due to the pressure to have complementary information to the larger

study, there may be more study-supporting results reported compared to if this was an

independent study.

However, this does not mean that the research is for naught. By synthesizing previous

texts and definitions, standardizing definitions of quality and quality assurance in the hopes of
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standardizing best practices for e-learning in higher education has the potential to help

instructional designers, instructors, and learners have a more streamlined, enjoyable, and

effective experience.

Research Methods

The procedure used in this research is based on conducting a wide literature review

aiming at reviewing, gathering and scanning all available information and definitions about

quality in e-learning for higher education (HE). The literature review of peer-reviewed journals,

government reports, web pages, and books, found validity in the research and opinions of authors

who defined the term before the year 2005 (Vlachopoulos, 2016), and the author concluded that

the definition is still valid till today.

The term “quantitative research” includes research that “uses measurable data to

formulate facts and uncover patterns in research” (Suzan, 2016). The sampling procedure is a

meta-analysis literature review. The definitions of QA were searched in “English, Catalan,

Spanish, French, German, Greek, Romanian, and Italian” (Vlachopoulos, 2016). The study

discusses the issue of E-learning and QA for HE in many countries, and from different

perspectives. The targeted populations were universities, educational institution, economical

institution all people in direct relation with e-learning and also e-commerce.

The study furnished a platform of confidence for the targeted population because it was

conducted within their field of expertise and aimed at protecting the field through quality control.

Measurements were inclusive, trustworthy, and credible being that it is from the field of

education itself.

The research methods are organized and clear, as they maintain a focus on Conceptual

Investigations of the Term Quality, which covers the following:

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• Quality as a Multidimensional Concept

• Evolutionary Adaptations of Quality and their Impact on Quality Assurance

Definitions

• Regulated Definitions of Quality and Quality Assurance

The article proceeds to discuss the research over “Quality in distance online education”

(Vlachopoulos, 2016) commenting on reports on many facets of QA, from its earliest

descriptions, to how it has been adjusted to the need of the educational systems, economies, and

corporations in order to cope with the pace of technology. The results provide researchers with

enough information to begin creating a map that because of being developed from substantial

research, and has the potential to be added to, is considered as an investment for the

future. “These future studies will be instrumental in pruning this first roadmap and in delineating

the exact dynamics and processes among the various factors” (Vlachopoulos, 2016).

Research Results

In using Salkind (2009) as a critical approach to the research, we find that “inferential

statistics can include separate effects of factors from effects of chance, and/or assign a

probability level to obtained data” (Salskind 2009). One of Vlachopoulos’ biggest finds was an

article by ENQA in 2010 which stated that Quality Assurance had not previously been

developed. Inferential statistics provide the team with the information to support the research

team’s inferred hypothesis, “There is no standard for Quality Assurance”. Findings also raise

questions such as, “What is Quality Assurance”.

As previously stated, Vlachopoulos notes that discussions on the quality of education

were unclear, and there was an absence of a commonly accepted notion of what “quality” means

(Vlachopoulos 2016). In order for the author to be able to endeavor to define the term “quality”,
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especially in the education field, he needed to ensure a clear definition had not been previously

secured. In conducting a meta-analysis literary review on primarily current research, he

strategically takes what he claims to be a Qualitative Research approach. Although, according to

(Salkind, 2009) because the research serves as a basis for other types of research, as well as

describes the characteristics of an existing phenomenon, the methods can also be described as a

Descriptive Research method approach.

The research is based on the findings of other scholars and scientists. It poses logical

questions that provide the promise for future applicable projects and is natural as well as

apolitical. Furthermore, it states that the development and use of appropriate tools for describing,

categorizing, and analyzing the different quality approaches, constitutes an important factor in

supporting stakeholders.

We also find the research is generalizable because it is concerned with the future of

Quality Assurance in all of higher education online. The author states that this is an ongoing

process that research should serve as a starting point for further future research, it raises

questions that need to be addressed by future scholars, and that it opens up the door for more

inputs. Furthermore, the research serves to provide a roadmap that can guide future research and

support policy-making in the field.

The author recognizes a decent amount of definitions for quality before trying to shape a

roadmap for quality in eLearning. As previously stated, the article provides a qualitative review

of the concepts, definitions, and approaches that have been previously researched. There were

references to many other authors and scholars in trying to demonstrate the evolutionary adaption

of quality, and eventually a clear explanation of Quality Assurance.

Discussion of Results
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By “turning over every stone” (Vlachopoulos, 2016) researchers find that quality in

higher education is multidimensional, not clearly defined, and in need of “delineating” and

“delimiting”. However, also in referencing “turning over every stone” it’s difficult to determine

whether researcher’s explanations were truly reasonable, or even valid. Research not regarded as

highly acclaimed prior to 1995 was not investigated, and an only a select group of languages

(English, Catalan, Spanish, French, German, Greek, Romanian, and Italian) (Vlachopoulos,

2016) were used in filtering through research.

The author notes the languages were ones that the research team was fluent in, however

to endeavor to create something as large as a Quality Assurance standardization for HE online,

the approach should have considered databases in more languages. A possible alternative may

have been to expand their team. Urschel claims, “Are the results applicable…” (Urschel,

Goldsmith, Tandan, & Miller, 2001). In a globally interconnected system like HE online,

research that could be helpful to learners in multitudinous parts of the world should be

considered. For example, research such as Rao, Eady, and Edelen’s Creating Virtual Classrooms

for Rural and Remote Communities (2011) is the perfect example of an atypical setting where

online learning takes place. In considering semi-remote regions, even if the roadmap would not

change significantly, the smallest modification is critical in such meticulous research.

Furthermore, researchers should have endeavored to collect research prior to 1995 that

was not critically acclaimed, or in the least, not claim to have “turned over every stone”. Despite

with two critiques mentioned, in noting the author’s mention of Quality Assurance of e-learning

published by ENQA in 2010, it is indicative that QA had not been previously developed. There

was definitely a need for QA to be more defined, and for standards to be raised.

Summary
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In summation, Vlachopoulos’s work begins to solve an important need in e-learning in

higher education. By working to create standardized vocabulary around course design, course

quality, and quality assurance, instructional designers, instructors, and students will have a more

clearly defined pathway to learning in this environment. While theories and terms evolve over

time and as better practices develop, beginning this conversation now is a great way to ensure

that a higher number of educational professionals have access to timely, accurate information. As

the e-learning industry continues to grow, it only makes sense that the accessibility of resources,

tools, and recommendations for best practices grows with it, making this article a vital ingredient

in the future success of e-learning in higher education.

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References

DeFranzo, S. (2011, September). What’s the Difference Between Qualitative and Quantitative

research? [snap surveys] Retrieved from: https://www.snapsurveys.com/blog/qualitative-

vs-quantitative-research/

Rao, K., Eady, M., & Edelen-Smith, P. (2011). Creating Virtual Classrooms for Rural and

Remote Communities. Phi Delta Kappan, 92(6), 22-27.

doi:10.1177/003172171109200605

Salkind, N. J. (2009). The Role and Importance of Research [PowerPoint slides]. Retrieved from

https://docs.google.com/presentation/d/1Jh60UxQ9XX0NwBZZMyqjOCz4sFjpBhLu20

wjgnaL6_4/edit#slide=id.p28

Urschel, J.D., Goldsmith C.H., Tandan V.R., Miller, J. D. (2001). Users’ guide to evidence-

based surgery: how to use an article evaluating surgical interventions. Journal canadien

de chirurgie, 44(2). Retrieved January 29, 2018, from

https://ilearn.csumb.edu/mod/resource/view.php?id=532333

Vlachopoulos, D. (2016, December). Assuring Quality in E-Learning Course Design: The

Roadmap. Retrieved January 14, 2018, from

http://www.irrodl.org/index.php/irrodl/article/view/2784/3957