چکیده:
E-learning has evolved for more than a decade, and universities are gradually embracing e-learning to provide more learning experience for their learners. E-learning is the use of electronic means through which training is received and obtained. E-learning offers a wide range of advantages (time and room mobility, cost-effectiveness, etc.) and also overcomes the limitations of digital learning that have led to the widespread adoption of the institute. The poor quality of e-learning services is one of the main causes of the number of errors collected. Experts proposed performance models for e-learning systems, but most relied solely on pedagogical opinions. From a software perspective, very limited attention is paid to evaluating the performance of e-learning applications. It is therefore quite difficult to evaluate the overall performance of the e-learning scheme effectively. The aim of this study is to draw up separate stakeholders in the e-learning system by providing a roadmap to ensure the effectiveness of their e-learning facilities, particularly in emerging countries and Iraq. The higher education data system guarantees and measures the performance of its e-learning system in its own way, as there is no specific definition of the performance of the e-learning system. This work is expected to be ready to harmonize the various stakeholders to a satisfactory standard within the performance framework.
خلاصه ماشینی:
Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning Marwah Khaleel Farhan Scholarships and Cultural Relations Directorate, Ministry of Higher Education and Scientific Research, Baghdad, Iraq.
E-learning schemes The ELS advantages include: (a) enhanced employee performance, (b) increased job development and flexibility prospects, (c) increased creativity, (d) improved operational quality, and (e) cost savings (Alfirević, Granić and Garaca, 2010).
The ELS benefits include: While the bulk of these advantages were accepted by businesses in developed countries (Borstorff & Lowe, 2007; Khan, Moon, Rhee & Rho 2010; Sife & Lwoga, 2014) the most significant e-learning services in emerging markets were not successful.
The widespread use of e-learning by higher education institutions, Baruque, Baruque & Melo 2007, still makes it difficult to achieve quality assurance and productivity for their goods (Baruque, Baruque, & Melo, 2007).
Increasing questions about the performance of the e- learning system have driven higher education institutions to try resources and approaches to address the quality problems of their e-learning networks (Inglis, 2005; Masoumi, 2010).
However, development systems and models need to be supported still by practitioners and managers in order to ensure the quality of the e-learning system they have or are already implementing.
E-learning in Iraq While development in the introduction of e-learning programs into higher education has been notable in advanced countries, such approaches have not yet been successfully implemented in emerging countries (Ssekakubo, Suleman & Marsden 2011; Tarus et al.
This framework addresses the minimum requirement of a higher education data system in developing countries to evaluate the e-learning scheme that they use or plan to adopt.