Quality parameters for the e-learning Omega system

Quality parameters for the e-learning Omega system -...

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1 Quality parameters for the e-learning Omega system Ksenija Klasni ć Student at the Faculty of Humanities and Social Sciences, Ivana Lu č i ć a 3, 10 000 Zagreb, Croatia kklasnic11@yahoo.com Sanja Seljan, Ph.D. Faculty of Humanities and Social Sciences, Department of Information Sciences Ivana Lu č i ć a 3, 10 000 Zagreb, Croatia, tel/fax: +385 1 600 23 50 sanja.seljan@ffzg.hr Hrvoje Stan č i ć , Ph.D. Faculty of Humanities and Social Sciences, Department of Information Sciences Ivana Lu č i ć a 3, 10 000 Zagreb, Croatia, tel/fax: +385 1 600 23 50 hrvoje.stancic@zg.t-com.hr Abstract. Learning and teaching are con- sidered to be the main activities in higher education. The environment in which these activities take place is rapidly changing and it is getting more and more oriented towards teaching with the help of the new technolo- gies, namely e-learning system, relying not only on technical skills but also on motiva- tion and contextualisation. In the paper, different views towards the quality of e-learning have been presented, and the research regarding the quality of the e-learning Omega system (Moodle) con- ducted at the Faculty of Humanities and So- cial Sciences, University of Zagreb pre- sented in relation to different European policies. Key words: e-learning, quality measure- ment, Croatia, European context. As e-learning has become an increasingly important issue in educational systems in the last several years a considerable number of standards, guidelines and frameworks have been published relating to better efficiency and quality improvement of the e-learning. While early initiatives were concentrated on the functional understanding and technical skills of ICT use, nowadays they take more into consideration motivation, satisfaction and contextualisation which are reflected in the quality of e-learning. According to concrete future objectives of the European legislation, ref. [2] the Euro- pean Commission and Council have defined several basic objectives in accordance with the Lisbon strategy, which are: 1. To improve quality of education and training systems, enabling to teachers to acquire basic skills particularly with re- lation to ICT, access to Internet and in- crease of investment in human resources; 2. Making access to learning easier includ- ing formal and non-formal education; 3. Opening education and training to the world through mobility, opening of sys- tems, language teaching. According to communication from the Commissions, ref. [3] the policy of invest- ment in education and training take into ac- count ICT development and reforms con- cerning curricula, quality and recognition. 1. Introduction The quality, being quite complex to define and asking for changes in organisation, type of education, pedagogical adaptation and new skills, depends on the purpose of its use, simplicity, cost effectiveness, coherence of design, etc.
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2 Although there are numerous parameters relating to quality mark, the quality process has been generally described as a relation between staff and students characterised by
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This note was uploaded on 03/13/2011 for the course PUK 202 taught by Professor Roth during the Spring '10 term at Universität Klagenfurt.

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Quality parameters for the e-learning Omega system -...

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