Key Factors for Defining the Conceptual Framework for Quality Assurance in E-Learning

Document Type: Special Issue


1 Scholarships and Cultural Relations Directorate, Ministry of Higher Education and Scientific Research, Baghdad, Iraq.

2 Computer Science Department, College of Pure Sciences of Education, University of Mosul, Mosul, Iraq.

3 Assistant Professor, Computer center/University of Mosul, Mosul, Iraq.


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.


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