|dc.description.abstract||E-learning quality is a complex and multi-faceted issue. Some argue that the quality of e-learning should be judged by the same criteria and standards as face-to-face education. Others hold that conventional quality concepts are not appropriate because e-learning is so structurally different. This research aimed at identifying perceptions of quality in e-learning. These included the perceptions of the students, instructors, and top administrators of higher education institutions offering e-learning programs, utilize three samples of publications. The first used to identify the perceptions of quality from the perspective of top administrators of e-learning institutions. The other two samples were randomly selected a pool of peer reviewed publications. A special coding scheme was developed based on these dimensions and validated by a panel of experts to ensure content validity. This coding scheme was then used in Computer-Aided Text Analysis (CATA) coupled with factor analysis (FA) to examine the relevance of these dimensions’ top administrators’, Instructors’, and students’ perceptions of quality in e-learning for higher education.
The findings indicate that all 12 dimensions were essential to adequately represent perceptions of quality in e-learning for higher education. Three sets of meta-dimensions were identified for the main stakeholders. First, trust, and engagement, which affect the perception of top administrators. Second, Aptitude, infrastructure, friendliness, and operational procedures, which influence the perceptions of instructors. Finally, Students’ perceptions are dominated by reliable interaction, self-efficacy, trust, and institutional commitment.
The research findings are supposed to contribute to a better understanding of the dimensions of quality and to the direction of improvement efforts in this essential service sector.||