Benchmarking e-learning in higher education: Lessons learned from international projects was the title of my dissertation which I public defended the 14th December 2012, at University of Oulu Graduate School, University of Oulu, Faculty of Technology, Department of Industrial Engineering and Management, Finland.
The academic dissertation was presented with the assent of the Doctoral
Training Committee of Technology and Natural Sciences of the University
of Oulu for public defence in Auditorium IT116, Linnanmaa, on 14
December 2012, at 12 noon.
For further information and download pdf and ebook, click here
Professor Pekka Kess
Doctor Pekka Belt
Reviewers were:
Professor Janerik Lundquist, Linköping University, SE
Doctor Keith Williams; Open University, UK
Abstract is also available in Finish and Swedish
Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.
This qualitative, multiple-case-study research with single and
cross-case analysis focuses on benchmarking e-learning in higher
education. The results of this study include providing conceptual lenses
with which to see, discuss and perceive the complexity of benchmarking
e-learning in higher education in extended, stretched and boundless
learning environments. It has become obvious through the research that
there is a need for new frames of reference for quality in e-learning.
The choice of theoretical foundations for benchmarking e-learning will
impact the consequences of accomplishing and selecting benchmarks.
This research provides directions and recommendations for the future
regarding how to accomplish benchmarking e-learning in extended learning
environments in which students can study, work and live independently
of time and space with global resources at their disposal in lifelong
learning environments. The greatest challenge identified in this study
for integrating benchmarking e-learning into general quality assurance
is the fact that the required changes related to and demanded for
e-learning are not fully understood. The research shows that
benchmarking as a method will have a significant impact on ordinary
quality assurance in higher education.
This doctoral dissertation revealed challenges to integrate external
quality audits and internally driven benchmarking. The studies have
likewise revealed the need for methodological changes by quality
assurance bodies and authorities carrying out audit and accreditation
for integrating e-learning into quality assurance, as well as the need
to fully understand the complexity and the special characteristics of
e-learning. Probably, the challenge lies not with the system, success
factors or benchmarks but in the lack of knowledge and experience of
e-learning systems amongst those charged with implementation. The
concept benchlearning was introduced as part of benchmarking exercises.
