A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk

Mohammed Mfarij F. Alhawiti

doi:doi:10.11648/j.edu.20140302.14

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A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk

Mohammed Mfarij F. Alhawiti

Published in Education Journal (Volume 3, Issue 2)

Received: 27 December 2013 Accepted: Published: 30 January 2014

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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.

Published in	Education Journal (Volume 3, Issue 2)
DOI	10.11648/j.edu.20140302.14
Page(s)	57-70
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Quality Assurance, Online Education, E-Learning Model

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Mohammed Mfarij F. Alhawiti. (2014). A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Education Journal, 3(2), 57-70. https://doi.org/10.11648/j.edu.20140302.14

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Mohammed Mfarij F. Alhawiti. A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Educ. J. 2014, 3(2), 57-70. doi: 10.11648/j.edu.20140302.14

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Mohammed Mfarij F. Alhawiti. A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Educ J. 2014;3(2):57-70. doi: 10.11648/j.edu.20140302.14

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@article{10.11648/j.edu.20140302.14,
  author = {Mohammed Mfarij F. Alhawiti},
  title = {A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk},
  journal = {Education Journal},
  volume = {3},
  number = {2},
  pages = {57-70},
  doi = {10.11648/j.edu.20140302.14},
  url = {https://doi.org/10.11648/j.edu.20140302.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140302.14},
  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.},
 year = {2014}
}

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TY  - JOUR
T1  - A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk
AU  - Mohammed Mfarij F. Alhawiti
Y1  - 2014/01/30
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AB  - 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.
VL  - 3
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Mohammed Mfarij F. Alhawiti

Educational Technology Department, Education & Arts College, University of Tabuk, Tabuk, Saudi Arabia

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Mohammed Mfarij F. Alhawiti. (2014). A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Education Journal, 3(2), 57-70. https://doi.org/10.11648/j.edu.20140302.14

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ACS Style

Mohammed Mfarij F. Alhawiti. A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Educ. J. 2014, 3(2), 57-70. doi: 10.11648/j.edu.20140302.14

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AMA Style

Mohammed Mfarij F. Alhawiti. A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk. Educ J. 2014;3(2):57-70. doi: 10.11648/j.edu.20140302.14

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@article{10.11648/j.edu.20140302.14,
  author = {Mohammed Mfarij F. Alhawiti},
  title = {A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk},
  journal = {Education Journal},
  volume = {3},
  number = {2},
  pages = {57-70},
  doi = {10.11648/j.edu.20140302.14},
  url = {https://doi.org/10.11648/j.edu.20140302.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140302.14},
  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.},
 year = {2014}
}

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TY  - JOUR
T1  - A Proposed Model for Evaluating the Quality of Online Programs and Courses: The Case of the University of Tabuk
AU  - Mohammed Mfarij F. Alhawiti
Y1  - 2014/01/30
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140302.14
DO  - 10.11648/j.edu.20140302.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 57
EP  - 70
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140302.14
AB  - 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.
VL  - 3
IS  - 2
ER  -

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