Definition and Scope of Quality

What is quality?

Quality is an elusive concept that is difficult to define unambiguously. The concept of quality is closely linked with the concepts of value and meaning and it is always seen in relation to something (Koivula 2004). Quality is often contrasted with the needs, demands and expectations of customers, thus, quality  can be seen as realising promises. In higher education context, we need to define who are the customers and who are the providers of high quality e-learning. Also, we need to define what are the concepts of value in education that need to be addressed. Furthermore, we need to discuss and negotiate the meaning of quality within the higher education context. 

According to Harvey and Knight (1996), quality can be seen as

• exceptional (often seen as the best of the best)
• perfection (no mistakes or errors allowed)
• fitness for purpose (relates to targets and purpose of the organisations every day tasks)
• value for money (best for less money)
• transformation (notion or the possibilities of change and development in everyday activities)

In this project, we mainly look at e-learning quality as fitness for purpose and as transformation. E-learning quality has to begin from the needs of the e-learning providers to offer the best quality teaching and learning to the students. Thus, the project offers scaffolding for e-teachers, universities and their departments to improve their e-learning. We feel that continuous improvement in teaching and learning is the key to better learning outcomes. Also, quality and transformation is highlighted in the project. Our aim is to enforce the change in thinking about e-learning quality and how it is achieved. This is done by offering information about quality as well as tools for developing learning and teaching processes.

We look at quality and improvement of quality as a comprehensive task from the viewpoint of quality management. E-learning quality relates to the activities of the whole organisation, not only to individual stakeholders. Also, the quality of e-learning must be linked with the quality of teaching and learning in general. However, some "user paths" are being added to the Quality Manual to cater the needs of, e.g. individual teachers or e-learning support personnel, which take a narrower perspective on quality management, but still strongly links to quality assurance measures that are within the domain and responsibilities of teachers and support staff.

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