Quality in e-learning is connected to innovation, both in the human resources and technological-didactics fields. The evolution of didactics material and teaching methodology must follow the rhythm to which technological tools, students' background and cognitive models change and evolve, always remembering the basic principles of traditional pedagogy. Innovation is considered as the propulsive element determining the structure and the success of the eLearning model itself and from this perspective it is fundamental to re-think the university model, paying more attention to the influence of social and technological changes on the didactic processes. The present volume,“E-Learning Quality Assurance:A Multi-Perspective Approach”, has been conceived in the frame of a wide reflection about quality assurance in e-learning, in the context of institutionalmanagement and organization and services and contents production. All the articles included are the expression and testimony of the experiences of professionals and experts in the field and of particular institutional realities shaped on the basis of national and local standards. All the cases described represent the global effort in trying to propose different interpretations of the concept of quality and to find useful solutions to achieve it. Anna Baldazzi: Expert in Information Sciences and Research Methodology; Professor at Università degli Studi “Guglielmo Marconi”, Rome - Italy; Scientific Coordinator of the FormaMente Review. Laura Ricci: M.A. in Foreign Languages and Literatures;Head of the International Relations Office at Università degli Studi “Guglielmo Marconi”, Rome - Italy. Valentina Valle Baroz:M.A. in Humanities and Journalist; International Relations Officer at Università degli Studi “Guglielmo Marconi”, Rome - Italy.

Quality assurance (QA) in open and distance learning (ODL) can be a contentious issue. Some argue that it should be judged by the same criteria and methods as face-to-face education, while others claim that it is so different in its organization, enrolments and operations that conventional QA mechanisms cannot apply. Some advocate the use of specific guidelines and standards for e-learning; others believe that, regardless of the technology, the basic principles of quality teaching and learning should apply. Providers who have enjoyed freedom from external scrutiny may resist attempts at external regulation and auditing and look upon QA as yet another imposition of corporatization and bureaucracy on education. Others see it as a means of establishing a culture of quality, self-reflection and self-improvement. There is little research-based literature to guide policy-makers, managers and practitioners in applying QA in education and training to ensure the right balance is found between accountability and autonomy, as well as assuring quality for the time and costs involved. In this respect, Quality Assurance and Accreditation in Distance Education and e-Learning is a book that is long overdue. It explains what is involved in QA and accreditation in education. It describes and analyzes applications of these practices in open, distance, dual-mode and conventional universities throughout Europe, North America, Africa, and the Asia-Pacific, looking at open schooling, e-learning in conventional schools, non-formal adult and community education, and corporate and small-to-medium enterprises. Quality Assurance and Accreditation in Distance Education and e-Learning is edited and authored by experts with extensive international experience in ODL, e-learning and QA who give careful consideration to the possibilities and challenges involved. The book will be an invaluable guide for all policy-makers, managers, practitioners and researchers in the field.

In an increasingly global world, it is more important than ever that educators are equipped to respond to the needs of international student cohorts. This book is a fruitful resource for researchers, educators, and others, who wish to develop new approaches and educational models to contribute to the efficient process of learning.

This book is an edited collection of case studies from around the world. The case studies serve as illustrative examples of implementation of the concepts of quality, quality assessment and quality assurance in Open and Distance Learning in institutions around the world. The case studies are by authors who are leading experts well known in quality and quality assurance in Open and Distance Learning. The book has been edited by Dr. Michael Mariasingam, Mr. Thomas Smith, and Dr. Chère C. Gibson who have considerable expertise and experience in Open and Distance Learning and quality assurance in ODL. The Association of Finnish eLearning Centre is proud to be the co-publisher of this groundbreaking and important book regarding quality of eLearning and we encourage our international colleagues to accelerate not only their work with eLearning quality, but also enhance the sharing of various approaches and experiences of eLearning quality. Quality is fundamentally a learning process - and this valuable book provides its readers many important and well-documented views on quality of eLearning.Ari-Matti AuvinenChairman, Board of the Association of Finnish eLearning Centre, Leader of the quality initiative

Through the selection of cases from institutions, it covers a wide range of QA systems and perspectives of quality in DE.

With the rapid globalization of higher education as well as related changes in social, political, economic, and other conditions over the last 25 years there have been ever increasing expectations for higher education, in general, and Engineering Education, in particular. These expectations are often expressed in terms of the need for Quality Assurance locally, regionally, and globally. In some cases, there is a long tradition of independence and self-regulation of higher education institutions and programs. In other contexts, there has been c- siderable governmental regulation and disciplinary direction over time. The authors in this volume represent essentially all continents and 15 different countries. The common issues that they raise and their accounts of past, present, and future ch- lenges provide a snapshot of the current state of Quality Assurance in higher edu- tion and Engineering Education. This volume begins with an overview of the history and background of Quality Assurance in higher education and Engineering Education over the last century. The discussion of the historical, philosophical, political, and social background of Quality Assurance sets the stage for the other chapters. Following this broad brush stoke introduction, in the next part of the book, authors describe the general issues and challenges facing Quality Assurance in the twenty-first century from both regional and national perspectives. These authors have extensive experience in the area of Quality Assurance and have observed its growth and develop first hand over many years.