REPUBLIC OF LIBERIA
NATIONAL COMMISSION ON HIGHER EDUCATION (NCHE)
E-Learning Standards for Higher Education Institutions in Liberia
Submitted By:
HEI Committee on E-Learning
2nd May, 2020
ACKNOWLEDGEMENTS
The National Commission on Higher Education gratefully acknowledges work of the team listed below, whose specialties propelled the formulation of the E-Learning Standards for Higher Education Institutes (HEIs) in Liberia.
| Name | Institution and Position | Position on Committee |
| Rev. J. Andrew Lablah | Deputy Director for Quality Assurance, National Commission on Higher Education (NCHE) | Chairman |
| Hon. Amb. Latim DatThong | Deputy Minister of Education, Ministry of Education (MOE) | Special Rep. of the Minister of Education to the Committee |
| Hon. Richmond Tobii | Managing Director, Liberia Telecommunication Corporation (LIBTELCO) | Member |
| Dr. Dennis Nyamieh Walker | Vice President, Cuttington University Graduate School, (CU) | Member |
| Dr. Darren Wilkins | Vice President-ICT/CIO-University of Liberia, (UL) | Member |
| Rev. Dr. Rita E. Townsend | Vice President for Institutional Advancement (Retired), W.V. S. Tubman University, (TU) | Member |
| Dr. Mogana Flomo | Proprietor, CEPRES International University (CIU) | Secretary |
| Dr. Umesh Neelakantan | President, Blue Crest University College (BUC) | Member |
| Mr. Hanif Dewan | Director of Education, Liberia Maritime Training Institute (LMTI) | Member |
TABLE OF CONTENTS
E-LEARNING REQUIREMENTS FOR HIGHER EDUCATION INSTITUTIONS IN LIBERIA.. 5
E-LEARNING STANDARDS FOR HIGHER EDUCATION INSTITUTIONS IN LIBERIA.. 7
NATIONAL COMMISSION ON HIGHER EDUCATION (NCHE) QUALITY ASSURANCE REQUIREMENTS. 11
INSTITUTION’S SELF-ASSESSMENT & QUALITY ASSURANCE CHECKLIST FOR EVALUATING ONLINE COURSES. 13
INTRODUCTION
In April 2020, the Chairman of the National Commission on Higher Education and Minister of Education of the Republic of Liberia, Prof. D. Ansu Sonii, Sr. constituted a Committee to craft the standards for utilizing e-Learning within higher education institutions in Liberia.
The driving rationale for the development of these standards is nation-building through quality human capacity development. As part of the Policy to drive Distance or virtual learning in Liberia, the National Commission on Higher Education (NCHE) was mandated to develop relevant standards for the utilization of e-Learning in Higher Education Institutions (HEIs). This is a relevant venture because the emergence of modern technology has provided a platform to enhance teaching and learning processes.
The goal of the following e-Learning standards is not to minimize the importance or eradicate the strategic place of traditional education, but to purposefully engage e-Learning to bridge the inevitable gap between a teacher and a student, who for varying reasons, are not geographically in the same physical classroom.
It is evident that there are myriads of e-Learning applications that facilitate online access to learning content and administration. The following are standards for using e-Learning as a strategy for enhancing quality higher education is Liberia.
The National Standards for e-Learning programs in Liberia provide a framework for institutions of higher education to begin to implement e-Learning programs to improve online teaching and learning at their various institutions. The standards are intended to provide guidance while providing maximum flexibility for the users. It is believed that integrating e-Learning into the teaching-learning process will enhance quality education, and prepare our workforce for local and global engagements.
This document also highlights the requirements that an HEI must demonstrate before engaging in a robust e-Learning program. The purpose of these requirements is to ensure the applicability and relevance as described in the document, while challenging higher education institutions to utilize e-Learning in the fabric of their overall teaching-learning.
E-LEARNING REQUIREMENTS FOR HIGHER EDUCATION INSTITUTIONS IN LIBERIA
Each higher education institution intending to participate in an e-Learning program in Liberia must meet the following requirements:
1. The institution must demonstrate preparedness in information technology, IT-Readiness. That is, it must demonstrate that it possesses the bare minimum for an e-Learning program platform. The bare minimum includes computing devices, affordable internet access for faculty and students, electricity, and management of the e-Learning portal.
2. The institution must have an academic unit specifically responsible for e-Learning programs. The academic unit in the HEI must have a Department of Distance Learning or its equivalent with a Director that oversees the e-Learning programs.
3. If the institution is granting degrees online, accreditation of the institution and its e-Learning programs must be standardized. Otherwise, if the institution is only providing courses online as a supplement to a traditional degree program, then the issue of accreditation may not be necessary.
4. The institution must have a robust capacity development program that prepares faculty for periodic changes in technology and pedagogy.
5. Technology equipment selected for e-Learning programs must have the necessary hardware and software requirements with specifications dictated by the institution’s IT Department.
6. The e-Learning platform selected by the institution MUST be one that is globally utilized and supported. For example: MOODLE, SAKAI, Blackboard, WebCT, Chamilo, Schoology, etc. MOODLE, as we all know is a Free and Open Source (FOSS) Learning Management System (e-Learning Platform) that can be implemented in any institution facing resource challenges. In addition, it is used by many universities and colleges globally, and supported by millions of instructors and technologists across the world.
7. The institution MUST require every student who opts for online classes to be computer- literate (A student MUST take at least two semesters of basic computer course).
8. The institution MUST have a robust faculty and student orientation program to the e-Learning platform. This could be done via an introductory video in the e-Learning system, the institution’s social media page, its website, or in a face-to-face environment (if necessary).
9. The institution MUST indicate whether the e-Learning platform will be hosted locally or remotely in the cloud.
10. The institution MUST illustrate security measures that ensure the integrity, availability, and confidentiality of its e-Learning platform and students’ work.
11. The institution MUST develop e-Learning policies that will guide its use. For example, indicate the length of time students’ work will be stored on servers as well as issues surrounding cheating, misuses, etc.
12. In addition to computers, the institution’s e-Learning platform MUST be accessible via mobile devices. Liberia has a higher mobile penetration rate; hence, it becomes an imperative that any platform adopted has mobile capabilities.
13. The institution’s e-Learning platform must be scalable and have capabilities to adapt to changing times and changing demands.
14. The institution MUST have a unit (Guidance Department) that will provide some guidance to students to ensure that they have a good start with this new normal. This unit shall help students plan out their personal learning schedule, assist them understand time management, and the responsibilities attached to “self-learning”, etc.
15. The institution should have an awareness program that provides information to all constituents of the e-Learning program.
PART I
E-LEARNING STANDARDS FOR HIGHER EDUCATION INSTITUTIONS IN LIBERIA
- INSTITUTIONAL QUALITY MECHANISM STANDARDS
- Standard: Develop e-Learning Policy for Quality Provision. Develop e-Learning Policy for Quality Provision which clearly defines institutional policy for e-Learning. It should be developed, form part of the institutional fabric, and is published by all institutions providing or offering such services to students. The published policy should be easily accessible or made public. It should form part of the institution’s strategic management operations, and be implemented by appropriate structures. The e-Learning policy of an institution may include institutional support, course development, teaching and learning, course structure, student support, faculty support, compulsory e-Learning training for new members of staff, technological infrastructures, and student assessment (learner authentication, work authorship and examination security), certification, and electronic security measures.
Explanation: e-Learning is emerging in higher education institutions and MUST form part of an HEI’s development. An effective part of the strategy is to ensure policy formulation for its implementation. The policy framework should clearly articulate the inclusion of new technologies with expected quality provision for e-Learning, with structures, processes, and resources to guarantee successful teaching and learning, and consider those with special educational needs. Also, it should ensure academic integrity, freedom, ethical behavior, and electronic security measures.
- Standard: Design and Approval of Programs. Design and Approval of Programs are essential in e-Learning programs offered or intended to be offered. e-Learning programs should be designed and approved through processes instituted by the higher education institution. Programs designed should meet the objectives and intended learning outcomes. Clearly specified communication of a program’s qualification should be stated. Methods of delivery and outcome should be student-centered.
Explanation: e-Learning programs by higher education institutions should have clear strategy for digital innovation. The programs should be aligned with the institution’s mission, and curriculum designed must reflect pedagogical practices and innovation, if applicable. The facilitators or people involved with designing, developing, and evaluating should have the competence, expertise or qualification both academically and technically. Also, when developing the learning model and designing the curricula, the student’s needs should be considered.
1.3 Standard: Student Centered Learning, Teaching, And Assessment. e-Learning programs offered by higher education institutions should ensure that the academic activities online or programs are delivered to encourage students. The program design should reflect the student’s active participation in the learning and assessment approaches. Flexible learning paths with different modes of delivery, and a variety of pedagogical methods that stimulate, engage the student in the learning process, and, research in teaching and learning should be adopted.
Explanation: e-Learning programs that include teaching methodologies with learning activities should be chosen with the aim of achieving learning outcomes. The learning materials are meant to fit the pedagogical model and facilitate student learning. Therefore, learning materials must be relevant to the subject, and learning materials should be reviewed and updated periodically. The institution should align technical infrastructure used in the process of teaching and learning. E-assessment methods must fit purpose, allowing students to demonstrate the extent to which the intended learning outcomes have been achieved, with clear information of e-assessment, and appropriate online rules.
1.4 Standard: Student Admission, Progression, Recognition, and Certification. Institutions should have pre-defined and published regulations for e-Learning regarding the student’s admission, progression, recognition, and certification.
Explanation: Institutions should make available advising services, diagnostic tests, and information about prerequisite knowledge and any required competencies. Prospective students should be informed about requirements concerning equipment, e-Learning and digital skills, pre-knowledge and prerequisite subjects, and attendance. The student’s workload and pedagogical model of the e-Learning program are to be made explicit. A clearly defined institutional policy and procedure for recognition of prior learning should be in place.
1.5 Standard: Competence of Teaching Staff, facilitators, or instructors. Teaching staff, facilitators, or instructors’ competence should be fully assured by the management of an institution offering e-Learning services. Management should apply fair and transparent processes for recruitment and development of staff. Professional development for teaching and facilitation in the e-Learning context is required. Institutions merging a traditional face-to-face teaching environment (hybrid or blended) should provide for technological and pedagogical support with development of courses and training in the use and mastery of learning technologies. Ensuring an enactment of a policy for recruiting and hiring relevant staff is essential. End of course e-Assessment of the learning process including teaching effectiveness, availability, and accessibility of all other learning resources must include a metric for teaching efficacy and competence.
Explanation: It is required that an institution with e-Learning programs or those intending to offer e-Learning programs should have a clear description of the structure, profile, and role of the teaching staff that is aligned with the pedagogical model. It should appropriate instruments to guarantee that the profile of the teaching staff corresponds to their duties. The facilitators or teaching staff must be trained and proficient in use of learning technologies and e-assessment methods. Also, the technological and pedagogical support services for teachers should be adequate, accessible, and timely. Management should ensure that the teaching staff-student ratio avoids excessive workload for facilitators. Furthermore, institutions should implement appropriate procedures for recruiting and hiring teaching staff.
- Standard: Learning Resources and Student Support. Learning Resources and Student Support are appropriate for institutions offering e-Learning programs and must have adequate funding for operational activities. The intent is to ensure that sufficient and accessible learning resources for students’ support are provided. Electronic security measures with password protection, encryption, back-up systems, etc., are required to ensure standards of quality and information integrity and validity. Also, a centralized system that provides support to the building and maintenance of the infrastructure for online education should be in place. Students should be instructed against cheating and plagiarism, a mechanism to identify cheating and plagiarism, and penalties for guilt should be clearly defined and promulgated for institutional efficacy.
Explanation: Institutions can better guarantee the effectiveness of delivering an e-Learning program by acquiring, operating, and maintaining a computer-based system capable of: registering students for courses and programs; distributing e-Learning materials to students; maintaining and updating records of student performance; conducting aspects of e-business; and facilitating communication between the institution, its students, and staff. Computer-based systems can also provide accurate returns to the quality management. In addition, the technical infrastructure must ensure the accessibility of the e-Learning program by students with special educational needs. More so, electronic security measures are means that guarantee standards of quality and information integrity and validity with academic ramifications for cheating or plagiarism.
Furthermore, it is appropriate for institutions to have procedures in place that cover student support, including tutoring, pedagogical, technological, and administrative elements. Student support is offered according to the student’s profile and their specific needs with characteristics of e-Learning. The development of e-Learning, as well as digital skills (students are guided towards reflection, developing time management skills, etc.), should be provided through student’s support mechanism. Hours of support should be transparent and must suit the needs of students. For instance, periods of peak demand (evenings, weekends, holidays, etc.) are to be considered. Additionally, institutions should provide opportunities for the virtual mobility of students and academics. Students should have ability to provide assessment of e-resources to enhance the institution’s e-Learning capability.
- Standard: Information Management. Mechanisms should be in place by institutions to ensure that they collect, analyze and use relevant information for the effective management of their programs and other activities. A good information management system will enable the agile, complete, and representative collection of data and indicators derived from all aspects related to e-Learning. Particular indicators for different e-Learning scenarios (online learning, distance learning in programs or modules, and blended learning) can be included (for example, dropout rates, completion rates, etc.), and, combined with the measuring of processes and key results (specific indicators for e-Learning should be defined), will help institutions comply with this standard.
Explanation: It is important to steer the e-Learning activity in the institution, for example, by conducting studies on the profile of students enrolled in e-Learning courses/programs and the specific needs that can be met by online teaching, analyses on dropout and completion rates, etc. Collected data are used to evaluate e-Learning programs (e.g. comparative analysis of course design). Also, there is a strategy on the use and purpose of learning analytics within the institution (i.e. the aim is improving student support). The information management system includes relevant, updated, and reliable information concerning the institution and its programs. Ethical norms and government policy with respect to data protection and the privacy of students must be put in place by an institution.
- Standard: Publish and Publicize Information. Publication of information by the institution providing e-Learning about their activities, including programs, should be clear, accurate, objective, up-to-date and readily accessible. Publication must be done periodically as determined by the institution’s regulations and policy. Institutions must report and publish e-Learning activities as required by regulatory agencies.
Explanation: Stakeholders appreciate being well informed on matters of recognition regarding qualifications of programs, pedagogical development, teaching and learning methods, and, resources technology. As the institution publishes reliable, complete, and up-to-date information on programs (i.e. recognition of qualifications, learning objectives, credits, requirements, assessment methods, timelines, dates relevant for the program), it clarifies doubts and builds confidence in the process and system. Likewise, publishing reliable, complete, and up-to-date information on institutional technical support with technical requirements must enable the full and effective use of the system. Such information must be clearly identified and published, along with completion rates, pass rates, and dropout rates.
1.9 Standard: Monitoring of E-Learning Programs and Periodic Review. Institutions should monitor and periodically review their programs to ensure that they achieve the objectives set for them, and respond to the needs of students and society. The review is intended for continuous improvement of the program. Any action planned or taken as a result should be communicated to all those concerned. Program improvements may be stimulated by the enactment of ongoing programs for evaluating the effectiveness of the online format, for assessing teaching and learning methodologies, and for making systematic use of information.
Explanation: Institutions that have set mechanisms to check the quality of the learning environment works is a positive attribute. Internal institutional structure should consider how to close the loop where stakeholder feedback (with emphasis on students’ view) is concerned, ensuring that communication about how feedback was utilized is delivered. Some considerations would capture how e-Learning programs are reviewed, updated, and improved; pedagogical developments are aligned with the institutional strategy; ICT and pedagogy developments are analyzed and implemented when appropriate; and the internal quality structure system includes feedback to stakeholders (especially to students).
1.10 Standard: Course Content Delivery. A 40% online and 60% Traditional, Face-to-Face is the standard. No 100% online degree is considered, rather, 100% course delivery is acceptable on condition of health emergency, such as COVID-19 that requires physical or social distancing. All major assessments of online course delivery must be administered and invigilated Face-to-Face. This must be clearly stated on the Course Syllabus.
Explanation: HEIs will engage a hybrid format; that is, certain courses can be done both online as well as Face-to-Face. ONLY courses, not full degrees, can be engaged in a hybrid format. HEIs with capacities required, after assessments by the NCHE, can design the course content: 40 % online with 60% Face-to-Face. 100% is approved under special condition by the NCHE, and all major course evaluations shall be done Face-to-Face for the purpose of authenticity. In order to ensure that the learner is the actual person interacting with every process of learning online, the learner must be visible to sit for the course major evaluation(s) and invigilated by the authority.
PART II
NATIONAL COMMISSION ON HIGHER EDUCATION (NCHE) QUALITY ASSURANCE REQUIREMENTS
2.1 Standard: NCHE Quality Assurance Requirements. The Department of Quality Assurance of the NCHE should address the effectiveness of the internal quality assurance processes within the standards described above in Part 1, (Institutional Quality Mechanism Standards). Elements to consider are NCHE policy regarding e-Learning within the “Licensure and Accreditation Policy,” HEIs Standards for e-Learning in Liberia, and institutional policies’ application to e-Learning, providing institutions with ethical, regulatory, and legal requirements (for example, data privacy or other considerations for students with special education needs).
- Standard: Designing Methodologies Fit for Purpose. The Department of Quality Assurance of the NCHE should be defined and designed specifically to ensure its fitness to achieve the aims and objectives set for it, taking into account relevant regulations. Stakeholders should be involved in its design and continuous improvement. Elements to consider in the process as with traditional, campus-based provision, will take into account an institution’s particularities – e-Learning included. Usually the procedure will include the involvement of relevant stakeholders at all levels. The teaching and learning process, the learning resources, and the student support system for e-Learning will be additionally considered. Reviews can take into account specific criteria, indicators, guidelines, or frameworks, and if there is a strategy supporting the e-Learning provision. Some indicators would include the characteristics of e-Learning in regular procedures, such as innovation in teaching and learning processes (institutional or program evaluation); all relevant stakeholders are involved in developing e-Learning criteria (institutional or program evaluation); and specific e-Learning criteria for quality assurance procedures (institutional or program evaluation) are publicly available.
- Standard: Implementing Processes. The NCHE Department of Quality Assurance processes should be reliable, useful, pre-defined, implemented consistently, and published. They include: a) a self-assessment indicator; b) an external assessment normally including a site visit; c) a report resulting from the external assessment; and, d) a consistent follow-up. Elements to consider include the self-assessment report that makes specific reference to e-Learning by describing, for example, 1) the institutional strategy, pedagogical model, the innovation of instructional design; 2) the profiles and experience of teaching staff; 3) the online study program (with detailed learning outcomes, course description). 4) Competencies of teaching staff, and 5) the quality, availability, reliability, integrity and security of the e-learning platform being used. Additionally, site visits shall capture a) status and location, Additionally, site visits shall capture a) location, where most of the institution’s technical infrastructure is situated; b) interviews with stakeholders include representatives of all groups involved (i.e. teaching staff, tutors, students, technical staff, administration, alumni, employers, etc.); and, c) the institution reviewers with access to e-library, etc.
- Standard: Expert Companion Assessor. The Department of Quality Assurance of the NCHE should be accompanied by an expert, or expert assessors where feasible for e-Learning inspection and evaluation of an institution. Elements to consider for inclusion of e-Learning experts or the criteria for the composition of experts in e-Learning include: e-Learning competence and experience.
- Standard: Criteria for Outcomes. Any outcomes or judgements made as the result of external quality assurance should be based on explicit and published criteria that are applied consistently, irrespective of whether the process leads to a formal decision.
- Standard: Reporting. Full reports by the NCHE should be shared with the concerned institution assessed or inspected. The report should be clear and accessible to the relevant stakeholders. If the NCHE takes any formal decision based on the reports, the decision should be published together with the report. The way of reporting and information sharing should follow the same procedures as other quality review processes.
APPENDIX
INSTITUTION’S SELF-ASSESSMENT & QUALITY ASSURANCE CHECKLIST FOR EVALUATING ONLINE COURSES
Standard A: Content
| Criteria | Meets criterion | ||||
| Fully | Partially | NA | More information needed | Comments | |
| Essential criteria | |||||
| 1. Course objectives are measurable and state clearly what participants will know or be able to do at end of the course. | |||||
| 2. A clear, complete course overview or syllabus is provided. | |||||
| 3. Objectives are matched to content requirements and to the grade and skill levels of the intended audience. | |||||
| 4. Course requirements (e.g. timeframes, expectations for communication, activities and assignments, and assessments) are consistent with course objectives and are clearly stated. | |||||
| 5. Issues associated with copyright or of learning materials are clearly addressed. | |||||
| 6. Data protection policies are clearly stated where required – e.g. if course requires user identification. | |||||
| 7. Assessment of learning is included and answers and explanations are available. | |||||
| 8. The course content is accurate, current and free of bias. This includes Equality and Diversity impact assessment. | |||||
| Desirable criteria | |||||
| 9. Generic information literacy and communication skills are incorporated as an integral part of the course. | |||||
| 10. Learning resources are made available to help learners acquire prerequisite knowledge and skills before starting the course | |||||
| 11. Notes and resources for instructors are included. | |||||
Standard B: Instructional Design
| Criteria | Meets criterion | ||||
| Fully | Partially | NA | More information needed | Comments | |
| Essential criteria | |||||
| 1. Course design reflects a clear understanding of learner needs, and incorporates varied ways to learn and multiple levels of mastery (novice to expert) | |||||
| 2. The course is organized into units and lessons. | |||||
| 3. The course unit overview describes the objectives, activities, and resources within the unit. | |||||
| 4. Each lesson includes a lesson overview, concepts and activities, Assignments and assessments, providing multiple learning opportunities for students to master the content. | |||||
| 5. The course engages learners in activities that address a variety of learning styles and preferences. | |||||
| 6. Readability levels, written assignments and numeracy requirements are appropriate for the course content and the learners. | |||||
| Desirable criteria | |||||
| 7. The course is designed to teach concepts and skills that learners will retain over time – i.e. they are relevant to the real world in which the learning is to be applied. Meaningful and authentic learning experiences are provided that will help learners to apply course concepts. | |||||
| 8. Course instruction includes activities that engage learners in active learning. | |||||
| 9. Instruction provides learners with alternative learning pathways to master the content, based on learner needs. | |||||
| 10. The course provides opportunities for learners to engage in higher-order thinking, including critical reasoning, problem solving, developing mental models, forming opinions. | |||||
| 11. Instructional design enables the course to be adapted to accommodate special learner needs – e.g. learners with physical disabilities; low literacy or numeracy skills. | |||||
| 12. Course design provides appropriate opportunities for instructor-learner interaction, including timely feedback about student progress. | |||||
| 13. Learners have access to information and learning materials that enrich the course content. | |||||
| 14. Course offers opportunities for students to give feedback on course content | |||||
Standard C: Assessment
| Criteria | Meets criterion | ||||
| Fully | Partially | NA | More information needed | Comments | |
| Essential criteria | |||||
| 1. Assessment strategies are consistent with course objectives and are clearly stated. | |||||
| 2. The course structure includes adequate and appropriate methods and procedures to assess learners’ mastery of learning objectives. | |||||
| Desirable criteria | |||||
| 3. Ongoing assessments are conducted to verify the learner’s readiness for the next lesson. | |||||
| 4. Assessment strategies make the learner aware of his/her progress. | |||||
| 5. Assessment strategies are sufficiently flexible to assess learners in a variety of ways. | |||||
| 6. Grading schemes and models are available to tutors assessing learners. | |||||
Standard D: Technology
| Criteria | Meets criterion | ||||
| Fully | Partially | NA | More information needed | Comments | |
| Essential criteria | |||||
| Course architecture permits tutors to add content, activities and assessments to extend learning opportunities. | |||||
| 2. The course is constructed in compliance with technical interoperability standards allowing sharing of content and assessments among different learning management systems / virtual learning environments | |||||
| 3. Course adheres to accessibility standards. | |||||
| 4. Hardware, web browser and software requirements are specified. | |||||
| 5. Prerequisite technology skills are explicitly stated. | |||||
| Desirable criteria | |||||
| 1. The course is easy to navigate. | |||||
| 2. The course provider offers assistance with technical and course management. | |||||
GLOSSARY OF TERMS
| Term | Description |
| E-LEARNING | The use of information and communications technology (ICT) to enhance and/or support teaching-learning in tertiary education |
| FOSS | Free and Open Source Software |
| GoL | Government of Liberia |
| HEIs | Higher Education Institutions |
| MoE | Ministry of Education |
| MOODLE | Modular Object-Oriented Dynamic Learning Environment |
| NCHE | National Commission on Higher Education |