Development of an Extended Information Quality Framework for E-Learning System Content for Engineering Education Courses (EECs)

Development of an Extended Information Quality Framework for E-Learning System Content for Engineering Education Courses (EECs)

Mohamed Alseddiqi, Rakesh Mishra, Taimoor Asim
Copyright: © 2012 |Pages: 9
DOI: 10.4018/978-1-4666-0936-5.ch010
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Abstract

Poor integration of pedagogical and technological learning elements within teaching and learning methodologies may have substantial impacts on the effectiveness of learning. Although educational institutions are improving their courses, teaching and learning methodologies and assessment strategies with tailored approaches, their efforts at improvement tend to focus narrowly on academic results. The authors believe that educational courses should give priority to educational goals and labour market expectations (industrial companies’ requirements) in devising the methodology of teaching and learning. The technology based learning system has a capability to comply with diverse requirements as mentioned. The purpose of this paper is to develop an extended information quality framework to measure the effectiveness of e-learning content for technology based learning system for engineering education courses (EECs) in Technical and Vocational Education (TVE) in Bahrain. The model incorporates the requirements of educational goals (TVE goals) and modern industrial needs and integrates these with existing information quality frameworks. The extended model incorporates pedagogical and technological elements, is consistent with the educational objectives and industrial requirements, and can be used as guidelines for measuring the effectiveness of e-learning packages delivered in EECs.
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2. Modern Industrial Needs From Tve Systems

The importance of integrating industrial needs within the TVE has been extensively reported in the literature. Educators agree that the most important issue is to integrate appropriate skills in curricula development, including different knowledge, attitude, and practical skills. Brown (2002) indicated that students should learn how employability skills are practised in the real workplace and demonstrated across a variety of settings. In the learning process, employability skills were not an exception (Brown, 2002); students gain knowledge skills in the classroom environment and practise specific skills in practical workshops. It was worth mentioning that teachers have become master practitioners to help students in the learning process and adapt their teaching style according to students’ needs.

The Economic Development Board (EDB) and the TVE system in Bahrain conducted a benchmark study of the existing educational systems (TVE Directorate, 2006). The study found that significant demand existed for vocational skills in Bahrain’s labour market, which should be integrated effectively in the learning process. The study compared three educational systems in order to propose the one most suitable educational TVE for Bahrain, as shown in Figure 1.

Figure 1.

Comparison of three TVE systems (TVE Directorate, 2006)

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Even though the existing educational system (dual) has it strengths and weaknesses, the study highlighted the important issues to be considered in a TVE system. Figure 2 shows the expected modern industrial needs from the existing TVE system and what the new system may offer to improve the standard of employability skills required by the industry to be integrated into EECs.

Figure 2.

The modern industrial needs (TVE Directorate, 2006)

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The QAAET report (2011) confirms the areas of main strengths and areas for development in the TVE system in Bahrain. The main strengths were in the following areas:

  • •

    Specific technical skills taught during vocational and practical modules.

  • •

    Health and safety procedures in the practical workshops.

However, the areas for development included the following:

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