The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Using Data Mining for e‑Learning Decision Making  pp65-81

David Monk

© Jan 2005 Volume 3 Issue 1, Editor: Shirley Williams, pp1 - 81

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Abstract

The initial investigation aimed to examine the paths learners followed when offered the course in a custom virtual learning environment (VLE) which is structured by tasks, course materials and learning resources. However, it quickly became clear that students were spending little time with the course materials online and the time spent with each page was usually less than 20 seconds. Consequently a better understanding of how learners accessed the electronic course materials was needed to evaluate the effectiveness of developing and delivering courses in this way. By combining data on the activity with content with user profiles it was possible to examine alternate information perspectives and reveal patterns in large volume data sets. Mining data in this way provides ways to learn about learners in order to make effective decisions regarding teaching methods, delivery models and infrastructure investment.

 

Keywords: data mining, decision making, elearning, VLE

 

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Journal Article

A Conceptual Model for Effective Quality Management of Online and Blended Learning  pp189-204

Yves Blieck et al

© Feb 2020 Volume 18 Issue 2, Editor: Heinrich Söbke and Marija Cubric, pp114 - 206

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Abstract

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision‑making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI‑cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data‑based decision making as a driver for effective CQI management in the context of OBL.

 

Keywords: quality assurance, quality enhancement, quality improvement, e-learning, online and blended learning, data-based decision making

 

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