Review No. 5

Fresen wrote another article in 2007 on a subsequent study based on her dissertation research published in 2005. Here's the review of that article:

This article is a continuation of Fresen’s doctoral research. In Fresen’s Ph.D. dissertation at the University of Pretoria, her research constituted phase 1 and involved “the design and development of a process-based quality management system for web-supported learning (WSL) using a basic ISO 9000 approach…” (2007, p. 351). This article reported on the second phase of that research, an investigation of the factors that “directly affect the quality of the web-supported learning opportunities (products) produced” (2007, p. 351). Fresen alludes to the original taxonomy that was gleaned from her literature review and was comprised of “three components: underlying assumptions and exogenous factors; [a] refined taxonomy of factors in six categories; and [a] graphic interpretation based on Ingwersen’s (1996) model of information retrieval” (2007, p. 351).

Fresen begins by building a frame of reference for new readers through definitions of terms. Fresen also remarks that though quality assurance and web-supported learning are common topics, they are seldom viewed together. Therefore, Fresen attempts to “diminish this gap” (2007, p. 352) by applying the principles of quality assurance to the ADDIE principle (Analysis, Design, Development, Implementation, and Evaluation), a staple of technical training, especially that of the military genre.

In this study, Fresen attempts to make the leap from the supposition that a better process makes a better product to an even more important proof of quality to learning theory, a better process has a positive effect ultimately on learning. The outcome of Fresen’s second phase was an even further improved “taxonomy of critical success factors, which contribute to improving the quality (effectiveness) of web-supported learning in a blended learning model” (2007, p. 352). To even stipulate to such a goal is, in this researcher’s opinion, tantamount to recognizing that though the immediate goal in instructional design is a well crafted lesson or course, the ultimate goal is (and should be) to facilitate learning.

However, rather than gathering quantitative data on students’ achievement vis-à-vis an experimental methodology, even a time sequenced experiment, Fresen once again does a literature review of other research with which to further refine the taxonomy. Table 1 presents the ten additional factors that were added to the original taxonomy.

Table 1.
Additional factors of quality assurance not included in the original taxonomy (2007, pp. 353-4)

                   Factor                                                               Category
Community and empathy                                      Lecturer factor
Layout and presentation                                       Instructional design factor
Appropriate bandwidth and download demands   Technology factor
Learner centered environment                              Pedagogical factor
Currency of learning resources and content          Pedagogical factor
Usability                                                             Instructional design factor
Multiple learning paths                                        Pedagogical factor
Reusable learning objects                                    Instructional design factor
Reusable learning designs                                    Instructional design factor
Student selection and entry into courses              Institutional factor

Fresen adds a caveat to the list: “In synthesizing such a taxonomy, it is impossible to list all critical success factors for quality web-supported learning” (2007, p. 354). Fresen also includes a second set of underlying assumptions and exogenous factors outside the taxonomy. Fresen has gone to great lengths to support the common tenet of supporters of ISO 9000, that it has great impact on efficiency when applied to the instructional design process. What still seems to be lacking is quantitative data that would support the contention that use of ISO 9000 principles and procedures has a similar impact on the effectiveness of the instructional design product. Instead, Fresen seems content to accept, like many other proponents of the standard, that process improvement equals product improvement.

References:

Fresen, J. (2007). A taxonomy of factors to promote quality web-supported learning. International Journal on E-Learning, 6(3), p. 351-362. ISSN/ISBN: 15372456.