Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed. This qualitative, multiple-case-study research with single and cross-case analysis focuses on
benchmarking e-learning in higher education. The results of this study include providing conceptual lenses with which to see, discuss and perceive the complexity of benchmarking elearning in higher education in extended, stretched and boundless learning environments. It has become obvious through the research that there is a need for new frames of reference for quality in e-learning. The choice of theoretical foundations for benchmarking e-learning will impact the consequences of accomplishing and selecting benchmarks.
This research provides directions and recommendations for the future regarding how to accomplish benchmarking e-learning in extended learning environments in which students can study, work and live independently of time and space with global resources at their disposal in lifelong learning environments. The greatest challenge identified in this study for integrating benchmarking e-learning into general quality assurance is the fact that the required changes related to and demanded for e-learning are not fully understood. The research shows that benchmarking as a method will have a significant impact on ordinary quality assurance in higher education.
This doctoral dissertation revealed challenges to integrate external quality audits and internally driven benchmarking. The studies have likewise revealed the need for methodological changes by quality assurance bodies and authorities carrying out audit and accreditation for integrating elearning into quality assurance, as well as the need to fully understand the complexity and the special characteristics of e-learning. Probably, the challenge lies not with the system, success factors or benchmarks but in the lack of knowledge and experience of e-learning systems amongst those charged with implementation. The concept benchlearning was introduced as part ofbenchmarking exercises.
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Dissertations for Adult and Continuing Education
Abd.Rahman, Ahmad Redzuan
A study of instructional design tasks performed by individuals at university-based distance learning programs in the United States of AmericaDoctor of Philosophy thesis, Southern Illinois University at Carbondale.
Empowering women educators of adult literacy programs through technology integrationMaster's thesis, St. Francis Xavier University .
Adamsick, Christopher T.
The significance of the instructional medium: A phenomenological analysis and interpretationPh.D. thesis, Northern Illinois University.
Adderley, Kenneth R.
Beyond the barriers: An epistemological study of the paradigm affecting the continuing educational development of nontraditional black graduatesPh.D. thesis, Capella University.
Adeoye, Blessing F.
The relationship between national culture and the usability of an e-learning systemPh.D. thesis, University of Illinois at Urbana-Champaign.
Aderman, Mark Allan
University extension program quality: Program directors and faculty perceptions of quality when considering the factors of reduced funding, competition, and distance education technologyPh.D. thesis, University of Northern Colorado.
The effects of matching and mismatching learning style and instructional strategies on online students' perception of learning outcomesDoctor of Philosophy thesis, Syracuse University.
Al-Ashkar, Karen Renner
Planning an online program in higher education: An emerging modelDoctor of Philosophy thesis, The University of Wisconsin - Madison.
Albert, Fannie Johnson
Computer learning and usage by older adultsPh.D. thesis, Texas A&M University - Commerce.
Albritton, James Michael
An assessment of the factors influencing teacher online collaboration: A case study of LEARN North Carolina's shared lesson plan databasePh.D. thesis, The University of North Carolina at Chapel Hill.
Computer Access, Teacher Skills and Motivation to Take Online Professional Development in the Riyadh School DistrictPh.D. thesis, University of Arkansas.
Al-Erieni, Sara Abraheem
Attitudes of King Saud University faculty toward development and implication of a telecommunications-based distance education program as an alternative to conventional teachingPh.D. thesis, George Mason University.
Computer-based instruction, advisement, and learner control in adultsPh.D. thesis, The University of Memphis.
A quantitative research study measuring the effects of use of a virtual writing lab on improvement of student writing skills at University of PhoenixMaster's thesis, Saybrook Graduate School and Research Center.
Alkins, Arthur Charles
Verbal interaction and immediacy in a videoconference environmentDoctor of Education thesis, The Pennsylvania State University.
Allen, James Gregory
A study of the professional development needs of Ohio principals in the area of educational technologyDoctor of Education thesis, University of Cincinnati.
Al-Mashaqbeh, Ibtesam F.
Computer applications in higher education: A case study of students' experiences and perceptionsPh.D. thesis, Ball State University.
The Experiences of Young Women Taking Online High School Courses: Implications for Teenage MothersPh.D. thesis, The University of Toledo.
Alshehri, Ajlan Mohammad
Assessing faculty attitudes toward the significant factors for facilitating the implementation of online courses at the Institute of Public Administration in Saudi ArabiaPh.D. thesis, Mississippi State University.
Alward, Thomas S.
A Phenomenological Study of Student Engagement at a For-Profit, Online CollegePh.D. thesis, Northcentral University.