Abstract—The concept of Quality Assurance (QA) in Education have proved its importance to provide trustworthy and state of the art education system. Some guidelines for this purpose are already in place. With the new concepts of education dissemination the need of newer effective QA methodologies are evident. The present work has been undertaken to derive a framework for QA of multi-modal digital distance education in developing countries’ environment that incorporates QA processes in all identified functional areas of a multi-modal digital distance education dissemination system which is primarily based on survey feedback. The relevant educational organization may implement the framework for self-evaluation to assure quality of disseminated courses. The suggestive framework has been described along with the details about involved processes and phases. Index Terms—Digital distance education, multi-modal digital distance education, quality assurance, quality factor, QA process, feedback based QA. I. INTRODUCTION The fear psychosis of the students of getting insignificant or nothing-at-all education from distance education providers as well as underestimation of such programs by the recruiters are not totally baseless since the comparisons between the face-to-face learning outcomes and the outcomes in distance mode reveal that there are cases of significant differences between the two in many cases. In general, the quality assurance system of the distance courses compared to that of the classroom courses is less emphasized as well as the continuous quality management process and tracking of the total education dissemination system are being ignored. This is not to be denied that in third world countries even eminent institutions that have their conventional face-to-face programs of world-class standard are sometimes deprived off proper recognition of their courses in distance mode, by the recruiters and general public. This aspect is well known [1], [2]. Jadavpur University, one of the premier Universities of India, highly successful in its traditional course Manuscript received February 20, 2012; revised December 12, 2012. This work was supported in part by the Jadavpur University, India. Suchismita Biswas. Author is with the Narula Institute of Technology, Kolkata – 700109, West Bengal, India (e-mail: suchismita2006@ gmail.com). Tapan Chowdhury is with Techno India College, Salt lake, India (e-mail: tapan2004cse@yahoo.co.in). dissemination, is carrying out an experimental Multimodal Digital Distance Education program [2]. The emphasis of the program has been on proper quality control so that the students passing out of distance mode are treated in the industry for recruitment at par with those of face-to-face mode particularly if they are attending the same course. The effort has met some remarkable success. This paper describes the present workers‟ understanding of the methodologies and some aspects of quality assurance. II. MULTIMODAL DIGITAL DISTANCE EDUCATION Multimodal digital distance education uses several modes like distance mode and face-to-face mode to disseminate the course to the students, which are selected primarily according to the topics and pedagogical approach adopted for a particular topic [2]. The primary intention behind the incorporation of multiple modes is to ease out the Internet bandwidth problems, to equip students with supporting tutorials, practical laboratory instructions for practicing offline, to support mentor-observed practical classes etc., which in effect enhance the “teaching-in-absentia” process in a more effective way. III. THE SUGGESTED FRAMEWORK The framework is suggested keeping in mind the distance education scenario in the developing countries [3]. The following reasons mainly stand out as hindrances in the way of a quality digital distance education in the developing countries [4], [5].  Communication technology: availability, accessibility, speed etc. ;  Overall economic scenario;  Awareness on the effectiveness of digital distance education and acceptance of such systems;  Ignorance of quality assurance process in distance education; For assuring quality of a MMDDE dissemination system, there is an acute crisis of standard guidelines that can lead to a healthy, well-structured and fully disciplined QA process. In present work, we have developed a conceptual framework which would facilitate the incorporation of the quality assurance process as well as ease up the process of implementation by following the steps defined in it. After going through some experimental phase with trials and errors, we have suggested the following framework for a distance education development that incorporates quality assurance in Suchismita Biswas, Pramatha Nath Basu, and Tapan Chowdhury A Feedback System Based Self-Evaluation Framework for Quality Assurance of Multi-Modal Digital Distance Education International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 1, February 2013 DOI: 10.7763/IJEEEE.2013.V3.193 57 Pramatha Nath Basu is with School of Education Technology, Jadavpur University, Kolkata - 700032, West Bengal, India (e-mail: basupn@yahoo.co.in).