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ERIC Number: EJ817211
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0968-4883
Approaches to the Validation of Quality Frameworks for E-Learning
Inglis, Alistair
Quality Assurance in Education: An International Perspective, v16 n4 p347-362 2008
Purpose: This paper aims to compare the ways in which a range of quality frameworks have been validated and to identify a number of factors that have an impact on validation processes. Design/methodology/approach: Seven examples of published quality frameworks applicable to the field of e-learning are described and the methods used to validate each of the frameworks are identified and compared. The article concludes by considering a range of factors that have the potential to have an impact on such validation processes. Findings: Six methods of validation were found to have been used in relation to development of the seven frameworks that were examined: reviewing the research literature related to effectiveness in online learning; seeking input from an expert panel; undertaking empirical research; undertaking survey research; conducting pilot projects; and drawing on case studies. From the variety of approaches used and the ways in which they were used it was concluded that a recognised set of procedures for validation of quality frameworks has not yet emerged. Research limitations/implications: The most important limitation of this study is that its findings are dependent on the particular quality frameworks selected for inclusion. Practical implications: The paper draws attention to the need for more attention to be paid to the development of methods of validation that are both objective and robust. Originality/value: No previous studies were located that have looked specifically at the processes used to validate quality frameworks. This paper therefore provides some initial baseline data upon which to base future work. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A