 A Case Study Exploring Quality Standards for Quality E-Learning Colla J. MacDonald University of Ottawa, Canada Terrie Lynn Thompson University of Alberta, Canada Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. inTroducTion In order to satisfy the needs of growing numbers of adult learners, the availability of well-designed, ef- fectively implemented, and effciently delivered online courses is essential (MacDonald, Stodel & Casimiro, 2006; Palloff & Pratt, 2001). Despite the demand and prevalence of e-learning, there are still concerns regard- ing the quality and effectiveness of education offered online (Carstens & Worsfold, 2000; Noble, 2002). Too often, in an “effort to simply get something up and run- ning” (Dick, 1996, p. 59), educators have been forced to compromise quality and design. Intensive competition among educational institu- tions has resulted in quality assurance becoming a critical issue for promoting learning and learning programs. Within this economically motivated envi- ronment, online learning has not escaped the scrutiny of quality standards. Quality in online programs is generally defned in terms of the design of the learning experience, the contextualized experience of learners, and evidence of learning outcomes (Jung, 2000; Salmon, 2000). However, the plethora of online learning courses and programs with few standards to ensure the quality of content, delivery, and/or service creates a challenge. The resulting variance in quality makes it diffcult for an organization or learner to choose a program that meets their needs and is also of high quality. One indicator of a quality online learning experi- ence is the evaluation process. However, there is a dearth of online evaluation efforts which may be, in part, a result of competing priorities. In her three-year study of distance learning initiatives, Robinson (2001) reports that evaluation efforts were limited due to lack of time and expertise. Funding for the development and deployment of novel programs may be emphasized, while resources are not tagged to support evaluation (Breithaupt & MacDonald, 2003; Wills & Alexander, 2000). Concern over the lack of rigorous evaluation studies of e-learning programs has been voiced (i.e., Arbaugh, 2000; Howell, Saba, Lindsay, & Williams, 2004). McGorry (2003) emphasizes that “theory- driven empirical research is necessary so that criteria for developing effective Internet-based programs are established” (p. 160). This chapter explores the issue of quality in e-learn- ing programs in higher education by sharing fndings from a case study research project. This is followed by suggestions for how one quality model, the De- mand-Driven Learning Model, could be enhanced by considering the function of learning communities and blended learning approaches – two increasingly popular notions in the e-learning literature. Background The need for quality standards to ensure the academic integrity of e-learning programs has been tackled by sev- eral researchers (Benson, 2003; Carstens & Worsfold, 2000; DeBard & Guidera, 2000). However, establish- ing quality standards is marked by contestation. In her qualitative study with participants from six different stakeholder groups engaged in developing an online degree program, Benson found that although everyone wanted quality courses, stakeholders brought different defnitions of quality, which impacted the planning process and shaped the learning experiences. These challenges point to the need for evaluation as an integral part of program design to assure quality in e-learning programs. Rovai (2003) notes that evaluation is criti- cal for program improvement and long-term success. Similarly, Marquardt and Kearsley (1998) suggest that “evaluation is particularly important in the context of technology use because it [technology] is highly sus- ceptible to fads and marketplace trends” (p. 246).