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According to the European University Association (EUA) 2014 e-learning study [available in VOCEDplus at TD/TNC 119.217], 91 per cent of the institutions surveyed have integrated e-learning into their teaching: whether in the form of distance learning, blended learning, problem-based learning, lectures, work-based learning, or simulation. Eighty-two per cent admit to offering online learning courses. In contrast, the quality assurance of such provision has been given far less consideration, namely in the realm of external quality assurance, where the authors suggest there is an apparent shortcoming, citing that only 23 per cent of national QA agencies give special consideration to e-learning. This report presents considerations for quality assurance of e-learning provision by the ENQA Working Group VIII on Quality Assurance and E-learning.

Launched in summer 2016, the ENQA working group on quality assurance and e-learning aims to address the challenges associated with the alternative learning and teaching methods that information and communication technology (ICT) creates by sharing ways in which QA agencies might consider conducting themselves in this area. In particular, the working group has reflected upon how these non-traditional forms of education can be evaluated using traditional methodologies, while also offering higher education institutions (HEIs) points to consider when designing courses that utilise e-learning. Recognising that recommendations for quality assurance and e-learning have already been written, the working group decided to create a new focus: to systematically examine both the applicability and relevance of the standards as defined in the ESG 2015 [available in VOCEDplus at TD/TNC 128.533], while considering and utilising existing papers and publications. Although each standard proved to be fully applicable to e-learning, some standards seemed to require special guidance on how they can be applied. This document aims to provide such guidance. It results from an intensive discussion process both in the working group and with relevant e-learning stakeholders in Europe.

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This publication is the result of the third [European Association for Quality Assurance in Higher Education] ENQA survey on quality procedures of quality assurance agencies across Europe and beyond. This report presents a collection of current features of good practice in external quality assurance within the new priorities formulated by ENQA and following the ministerial Communiques, highlighting the connection between the practices and the expected benefits for higher education institutions and stakeholders. In addition, the report identifies practices that are expected to be implemented by quality assurance agencies, as well as areas where progress needs to be made, thus proposing a vision of the future of quality assurance procedures.

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This report investigates the current state of content, structure and publication of quality assurance [QA] reports while trying to understand the expectations and demands of stakeholders with regard to these reports. This report sheds light on the existing gap between what is expected by the stakeholders and the reality of the situation. In addition, the report provides QA agencies with a set of European Guidelines for summary reports and some generic recommendations on the structure and publication of the comprehensive reports in order to support these agencies in producing reports with understandable and comparable information.

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In 2010 the organisations that form the E4 Group launched a project on Mapping the Implementation and Application of the European Standards and Guidelines on Quality Assurance in Higher Education (MAP-ESG). The project aimed at gathering information on how the ESG have been implemented and applied in the 47 Bologna signatory countries and to launch a thorough discussion on the ESG in their entirety. This report is based on the analysis of expert views from all relevant actors and stakeholders in higher education, notably teachers and students, higher education management and internal quality assurance bodies, external quality assurance agencies, [European Quality Assurance Register for Higher Education] EQAR and ministries, and the social partners. It is the first overarching study on the implementation of the ESG in all its parts, and a thorough analysis of their impact on European higher education. The recommendation of the project consortium to the Bologna Follow-up Group and the Ministerial meeting in Bucharest in April 2012 is to mandate a careful revision of the ESG in order to improve their clarity, applicability and usefulness. It integrates the perspectives of all stakeholders and, thus, forms a sound basis for ministers to take a well-informed decision on the further development of the ESG.

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In accordance with the [European Association for Quality Assurance in Higher Education] ENQA membership criteria laid down in the Statutes of ENQA, member agencies are required to undergo external reviews against the membership criteria, and thereby the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) as adopted by the European Ministers in charge of higher education in Bergen in 2005, at least once every five years. These present guidelines apply to ENQA coordinated reviews to be conducted periodically, for a first application for full/associate membership of ENQA and for inclusion in the European Quality Assurance Register for Higher Education (EQAR).

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