ACHIEVING QUALITY IN E-LEARNING: A CONCEPTUAL FRAMEWORK
Resumen
A number of researchers have observed that the introduction of organizational innovations passes through several stages. In one conceptualization (Moore, 2000) there is early experimentation by a handful of practitioners, the so-called “early adopters.” If the innovation is demonstrated to be positive, a second wave of implementation at a larger number of institutions will take place. The final stage is widespread acceptance throughout the full range of organizations within which the innovation is applicable. Christensen (2000) and Kuhn (1996) suggest other paradigms, but essentially a similar pattern emerges, much like ripples traveling outward from their point of origin. This brief presentation on the innovation of e-learning will examine quality paradigms for each hase of its development in higher education. The context is the USA. It will be helpful to think of the following time frames corresponding to each of the three stages: Stage 1, 1990-1994; Stage II 1995-1999; and Stage III, 2000-2005.