Only around half of Malaysian higher education institutions have guidelines on e-learning quality or include e-learning in their continuous quality improvement processes. Most quality assurance related to e-learning is handled by centers for academic or teaching and learning development. Few institutions monitor the impact of e-learning on teaching methods or student achievement. While e-learning administrators prioritized mobile learning and podcasting, lecturers and students placed more importance on intelligent tutoring systems.

1. Quality Assurance & e-Learning Future Plans in Malaysian Higher Education Institutions By: Prof. Dr. Mohamed AminEmbi

2. Key Findings of Quality Assurance and e-Learning Future Plans Only 46.2% HEIs have guidelines on e-Learning quality. Only 42.1% HEIs make e-Learning part of their respective Continuous Quality Improvement (CQI) process. The governance of quality assurance in the institutions involved are usually controlled by the Centre for Academic Development (or equivalent) or the Center for Teaching and Learning. Only seven HEIs (26.9%) carry out periodic monitoring of the impact or the effectiveness of e-Learning on the delivery methods of academic staff.

3. Only six HEIs (23.1%) carry out periodic monitoring of the impact or the effectiveness of e-Learning on students’ achievements. In terms of e-Learning future plans, e-Learning administrators believe that the applications that should be provided according to priority are Mobile Learning (92.3%), podcasting (61.5%), Educational Games (50%), and Simulation (42.3%). According to them, the Intelligent Tutoring System is not an application that needs to be prioritised. However, lecturers (67%) and students (76.8%) are of the view that HEIs should give priority to Intelligent Tutoring Systems as compared to other applications. In addition, lecturers (23.4%) and students (19.4%) place podcasting applications as the lowest in terms of priority.

4. Number/Percentage of HEIs having quality assurance procedures related to e-Learning

5. Number/Percentage of HEIs in which e-Learning is part of institutional CQI

6. Department in charge of quality assurance related to e-Learning

7. Number/Percentage of HEIs that monitors the impact of e-Learning on the delivery methods of academic staff

8. Number/Percentage of HEIs that monitors the impact of e-Learning on student achievement

9. Future applications most liked by e-Learning administrators

10. Future applications most liked by lecturers

11. Future applications most liked by students