Assessing Quality Dimensions and Elements of Online Learning

influence students’ decisions to continue in online coursework (Rodriguez, Ooms, &
Montanez, 2008).
Research indicates that good online design is the key to mitigating these student
concerns (Song, Singleton, Hill, & Koh, 2004). Rovai (2003) advised that good
instructional design and pedagogy are at the heart of high-quality online courses. When
the barriers to successful learning were removed by well-designed and well-implemented
online courses, students “learned significantly more, and more effectively, than those in
online courses where teaching and learning activities were not carefully planned and
where the delivery and accessibility were impeded by technology problems” (Tallent-
Runnels et al., 2007, p. 116). The documentation in the literature regarding the limitations
and barriers of online learning has directed the focus of recent research towards
understanding the essence of a quality online learning environment.
The trends in online learning indicate that this educational environment is not a
passing phase but a viable option in higher education. Online learning has numerous
benefits for stakeholders including higher education institutes, faculty, and students.
However, without attention to the aspects of online course design which lead to quality
learning experiences, the benefits of online learning are not likely to be realized.
Defining Online Learning in Higher Education
A discussion about the quality of online education is not possible without a
definition of online learning. A clear definition of online learning is important because it
provides the foundation for understanding the complex and essential components of a
quality online course design. Distance education, e-learning, and online learning are the
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