Art. 08 – Vol. 21 – Nr. 3 – 2011

Information Quality – A Challenge for e-Learning 3.0

Doina Banciu
Institutul Naţional de Cercetare-Dezvoltare în Informatică – ICI Bucureşti
Monica Florea
SIVECO România, Victoria Park, Bucureşti

Rezumat: Tranziţia de la „Citeşte pe Web” la „Citeşte/Scrie pe Web” (e-Learning 2.0), precum şi tranziţia la „Citeşte/Scrie/Colaborează pe Web” (e-Learning 3.0 sau Edutainment), caracteristicile web-ului centrat pe utilizator, pun accentul pe importanţa calităţii informaţiei în sistemele de e-Learning. Au fost propuse numeroase modele conceptuale de evaluare a calităţii informaţiei: Model conceptual pentru Calitatea Datelor – CFDQ (Wang & Strong), Modelul lui Klein, Modelul PSP/IQ, etc. Pornind de la modelul lui Wang & Strong, Alkhattabi, Neagu şi Cullen au propus un model bazat pe explorarea Web. În pofida importanţei evaluării calităţii conţinutului în sistemele de e-learning, nu s-a ajuns la un consens privitor la metodele şi metricile de evaluare a calităţii informaţiei (IQ) şi a standardelor de evaluare utilizate în generaţia e-learning 3.0.

Cuvinte cheie: e-learning, web 2.0, calitatea informaţiei, modele conceptuale

Introducere: The development of internet technologies starting with the ‘90s created the premises for the development of e-learning services. The evolution of these services encompasses the following stages: Web-based learning, computer-based learning, online learning, e-learning, distance learning. The definitions of e-learning varied from web-based self-study to real-time learning and collaboration. Mainly, eLearning refers to the use of internet or wireless technologies to deliver a broad array of training solutions. Marc Rosenberg (2001) [12] suggested the following definition of eLearning: “the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance”. According to The eLearning Action plan (2001): Designing tomorrow’s education: “e-Learning is the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration“. Even though there are different meanings of e-learning to almost everyone who use it, almost all agree that eLearning is of strategic importance.

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Concluzii: The user –centric web, the shift from a “read” web to “read/write” web (e-learning 2.0), and even more to a “read/write/collaborate” web, raised an important question for the evaluation of information quality in e-learning systems. Although e-learning services and the quality of content in e-learning systems becomes of high importance nowadays, there is still work to be done in order to reach a consensus related to evaluation standards and methods of evaluation of information quality in such systems. One of the challenges of e-learning 3.0 is the assessment and assuring the quality in e-learning systems.


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