A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk
Education Journal
Volume 3, Issue 2, March 2014, Pages: 57-70
Received: Dec. 27, 2013; Published: Jan. 30, 2014
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Author
Mohammed Mfarij F. Alhawiti, Educational Technology Department, Education & Arts College, University of Tabuk, Tabuk, Saudi Arabia
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Abstract
This research is focused on developing an e-learning model that can be used by academic departments and colleges in the University of Tabuk and other Saudi universities to monitor and evaluate the quality of their distance education programs and courses. Although extensive research has been done in the U.S. and other countries regarding distance education quality standards and measures, as of yet, no significant efforts have been made toward establishing such standards in Saudi Arabia. The model states that online learning must be assessed from a holistic perspective; that is, all six aspects outlined in this model must be considered and asked and taken into account to an equal extent. The model is constructed of three levels, as follows: 175 benchmarks are categorized and stored in 27 “sub-factors” and 6 main factors/building-blocks. These factors represent a cluster of related benchmarks that are mostly centered on a specific aspect of online settings.
Keywords
Quality Assurance, Online Education, E-Learning Model
To cite this article
Mohammed Mfarij F. Alhawiti, A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk, Education Journal. Vol. 3, No. 2, 2014, pp. 57-70. doi: 10.11648/j.edu.20140302.14
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