Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18634
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Structure, content, delivery, service, and outcomes: Quality e-Learning in higher education
Authors: MacDonald, Colla J
Thompson, Terrie Lynn
Contact Email: terrielynn.thompson@stir.ac.uk
Issue Date: Jul-2005
Publisher: Athabasca University
Citation: MacDonald CJ & Thompson TL (2005) Structure, content, delivery, service, and outcomes: Quality e-Learning in higher education, International Review of Research in Open and Distance Learning, 6 (2).
Abstract: This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes) must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model.
Type: Journal Article
URI: http://hdl.handle.net/1893/18634
URL: http://www.irrodl.org/index.php/irrodl/article/view/237/852
Rights: Authors retain copyright of their work. However, a condition for publication is that the work be distributed under the Creative Commons Attribution 3.0 License. Readers are free to print, share, and distribute the work as long as they respect the retained rights of the author. Articles submitted for review or published by IRRODL cannot be published in other journals without the permission of the authors and of IRRODL.
Affiliation: University of Ottawa
Education

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