Quality assurance of e-learning within higher education: The philosophical and operational framework

Abstract

The aim of this article is to discuss the distance education and e-learning standards of quality. Whereas e-learning programs are spread across the world and they are expected to fulfil the expectations of people who did not have the opportunity to attend face-to-face programs in a conventional classroom, their compliance with the standards of quality is disputed. The quality of e-learning depends on a number of presuppositions, factors and variables deriving from the implementation of the European Standards and Guidelines that ask for justification of their methodology of delivery. These standards are closely linked with the philosophical principles of distance education and the advantages of the utilization of the virtual and visual environments. The fact that students have the opportunity to work in their own environment, in their own time and at their own pace allows for studying without a strictly predefined timetable that facilitates differentiation of teaching and learning according to their individual characteristics. The article also investigates a number of problems and operational disadvantages deriving from the lack of fidelity to the philosophy and principles of distance learning and the hasty transformation of the conventional programs to e-learning without any respect for the pedagogical background that safeguards their quality.