dr jill fresen and lesley boyd quality management in e-learning: towards an integrated approach...
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Dr Jill Fresen and Lesley Boyd
Quality Management in E-
learning:
Towards an integrated approach
Quality Management in E-
learning:
Towards an integrated approach
Dept of Telematic Learning and Education Innovation,University of Pretoria
IndependentQuality Assurance Consultant
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“Quality assurance and online delivery are hot topics in universities, yet until recently discussions of each have had little to do with each other.”
“Quality assurance and online delivery are hot topics in universities, yet until recently discussions of each have had little to do with each other.”
Reid (2003)Academic Exchange Quarterly, 7(1), 17-23.
Reid (2003)Academic Exchange Quarterly, 7(1), 17-23.
ProblemProblem
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Towards integrationTowards integration
Lessons learntLessons learnt
Where to next?Where to next?
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Towards integrationTowards integration
Lessons learntLessons learnt
Where to next?Where to next?
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Contact EducationContact Education
face-to-face
Distance EducationDistance Education
paper-based
TerminologyTerminology
E-learningE-learning
Web-supported learning
Web-based learning
Internet-based learning
Online learning
Technology-enhanced learning
Web-based learning
Internet-based learning
Online learning
Technology-enhanced learning
Other terms:Other terms:
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E-Learning @ UPE-Learning @ UP
Web-support Multi-media (on CD-Rom) Video production Video conferencing Interactive Television Graphic services Photographic services
Web-support Multi-media (on CD-Rom) Video production Video conferencing Interactive Television Graphic services Photographic services
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project managerinstructional designereducation consultantprogrammergraphic artistlibrary consultant
project managerinstructional designereducation consultantprogrammergraphic artistlibrary consultant
lecturersstudentslecturersstudents
Practitioners
Stakeholders Clients
Role playersRole players
managementgovernmentfunderscommunity
managementgovernmentfunderscommunity
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Who are our clients?Who are our clients?
Lecturers• instructional design• educational support• training• technical support
Lecturers• instructional design• educational support• training• technical support
Students• end users• training• technical support
Students• end users• training• technical support
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Case StudiesCase Studies
University of Southern Queensland Distance Education Centre (DEC) - first ISO9001 accreditation
University of Bangor in Wales - tools for judging pedagogical quality
Frameworks, benchmarks and best practice indicators: critical success factors for e-learning
University of Southern Queensland Distance Education Centre (DEC) - first ISO9001 accreditation
University of Bangor in Wales - tools for judging pedagogical quality
Frameworks, benchmarks and best practice indicators: critical success factors for e-learning
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Building blocks for the futureBuilding blocks for the future
Lessons learntLessons learnt
Where to next?Where to next?
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Methodology of the UP project
Methodology of the UP project
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
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Methodology of the UP project
Methodology of the UP project
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
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QMS Approach - 1QMS Approach - 1
Pro-active evaluation and improvement rather than external accountability Ownership and commitment from all practitioners in the E-education Unit
Pro-active evaluation and improvement rather than external accountability Ownership and commitment from all practitioners in the E-education Unit
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QMS Approach – 2QMS Approach – 2
formal
online
process based
consensus driven
ISO9000 cognisant
formal
online
process based
consensus driven
ISO9000 cognisant
Documented, auditable, visibleDocumented, auditable, visible
Minimise paperworkMinimise paperwork
Understand the entire ID process from beginning to end and how awareness of this helps people to work together effectively.
Understand the entire ID process from beginning to end and how awareness of this helps people to work together effectively.
Based on consensus ownership not prescriptionBased on consensus ownership not prescription
Recognise useful principles behind ISO9000Recognise useful principles behind ISO9000
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QMS – TimescalesQMS – Timescales
2001 TLEI management request a formal quality approach to be implementedNov 2001 – May 2002 Training Workshops for all management and staff May 2002 – Sept 2003 Production of procedure documentation & development of online QMSSept 2003 – loading of procedure documents into online QMSOct 2003 Launch of ‘live’ QMS2003 – 2005 ‘Death valley’ of implementation2006 Self evaluation of system – recognised as benchmark for services provided to clients
2001 TLEI management request a formal quality approach to be implementedNov 2001 – May 2002 Training Workshops for all management and staff May 2002 – Sept 2003 Production of procedure documentation & development of online QMSSept 2003 – loading of procedure documents into online QMSOct 2003 Launch of ‘live’ QMS2003 – 2005 ‘Death valley’ of implementation2006 Self evaluation of system – recognised as benchmark for services provided to clients
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QMS – ObjectivesQMS – ObjectivesTo provide a defined framework for all role players to work together consistently along the entire project timeline.To enable everyone, including new staff, to understand ‘the way things are done around here’.To identify together areas for improvement.To provide an integrated and simple method to access and use supporting documentation eg checklists, forms, templates.To ensure that the right tools are available to allow for comprehensive checks and to minimise errors.To try and catch any errors as soon as possible before it’s too late or too expensive to fix them.To evaluate completed projects and help to assess their impact on teaching and learning at UP.To learn lessons which may help to improve future projects.To share more with each other about ways of doing things.To demonstrate to any external stakeholders (e.g. auditors or UP management) that TLEI has a formal quality management system in place to control e-education projects.
To provide a defined framework for all role players to work together consistently along the entire project timeline.To enable everyone, including new staff, to understand ‘the way things are done around here’.To identify together areas for improvement.To provide an integrated and simple method to access and use supporting documentation eg checklists, forms, templates.To ensure that the right tools are available to allow for comprehensive checks and to minimise errors.To try and catch any errors as soon as possible before it’s too late or too expensive to fix them.To evaluate completed projects and help to assess their impact on teaching and learning at UP.To learn lessons which may help to improve future projects.To share more with each other about ways of doing things.To demonstrate to any external stakeholders (e.g. auditors or UP management) that TLEI has a formal quality management system in place to control e-education projects.
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QMS - MethodologyQMS - Methodology
QA training workshopsFormalised intuitive documentation such as the Instructional Design Toolkit and the Project TimelineQMS Triangle
QA training workshopsFormalised intuitive documentation such as the Instructional Design Toolkit and the Project TimelineQMS Triangle
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Ons slakkieOns slakkie
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Quality Management System
Quality Management System
DODO
Detailed work instructionsDetailed work instructions
Standards, checklists, forms
Standards, checklists, forms
ProceduresProceduresProcessesProcesses
PLANPLANStrategyStrategy
PoliciesPoliciesObjectivesObjectives
CONTROL
CONTROLRecordsRecords
Measurements and Targets
Measurements and Targets
ACTACT
Feed
back L
oop
Feed
back L
oop
Boyd, 2001 – adapted from Waller, Allen & Burns, 1993
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ISO 9000 modelISO 9000 model
Value adding activitiesValue adding activities
Information flowInformation flow SABS
(2000)SABS (2000)
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Project TimelineProject Timeline
Based on traditional ADDIE model of instructional designIllustrates the major PROCESS
Based on traditional ADDIE model of instructional designIllustrates the major PROCESS
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Project TimelineProject Timeline
Analysis
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ProceduresProcedures
Each step documented into a PROCEDURE using:
• task teams (jigsaw and pizza)• a procedure template• a fully worked example• a set of self evaluation questions
Each step documented into a PROCEDURE using:
• task teams (jigsaw and pizza)• a procedure template• a fully worked example• a set of self evaluation questions
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ProceduresProcedures
Rapid prototyping and cross- referencing between task teams
All procedures then uploaded into the live QMS with a document control master list
Live system launched and left to sink or swim!
Rapid prototyping and cross- referencing between task teams
All procedures then uploaded into the live QMS with a document control master list
Live system launched and left to sink or swim!
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Methodology of the UP project
Methodology of the UP project
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
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AssumptionsAssumptions
Technology infrastructure• reliability, accessibility, availability• accuracy, stability of student data
Commitment, motivation of clients Computer literacy of clients Information literacy of clients Positive attitude of lecturers Consultation and support to lecturers Sound instructional design practice Sound teaching and learning practice Commitment to cont. improvement
Technology infrastructure• reliability, accessibility, availability• accuracy, stability of student data
Commitment, motivation of clients Computer literacy of clients Information literacy of clients Positive attitude of lecturers Consultation and support to lecturers Sound instructional design practice Sound teaching and learning practice Commitment to cont. improvement
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Exogenous factorsExogenous factors
Quality of the institutional LMS
Stability of national telecoms infrastructure
Class size
Workload of lecturers and students
Recognition and incentives for lecturers
Quality of the institutional LMS
Stability of national telecoms infrastructure
Class size
Workload of lecturers and students
Recognition and incentives for lecturers
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Critical Success Factors
Critical Success Factors
Six studies from literature Six categories:
• Institutional Factors• Technology Factors • Lecturer Factors• Student Factors • Instructional Design Factors• Pedagogical Factors
Six studies from literature Six categories:
• Institutional Factors• Technology Factors • Lecturer Factors• Student Factors • Instructional Design Factors• Pedagogical Factors
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Methodology of the UP project
Methodology of the UP project
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
Apply standard QA theory to e-learning applications, by implementing a Quality Management System
Investigate what factors promote quality e-learning
Implement systematic evaluation and customer feedback systems
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Four levelsFour levels
ReactionLearningBehaviou
rResults
ReactionLearningBehaviou
rResults
Customer satisfaction
Kirkpatrick, D. 1998
Return on investment
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Client satisfaction
Client satisfaction
Student feedback survey – online at end of each semesterStudent feedback survey – online at end of each semester
Lecturer interviews – pilot group of 22 active usersLecturer interviews – pilot group of 22 active users
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Student feedback survey
Student feedback survey
July 2003 baseline data Overall Experience survey: 4 650 respondentsResponse rate 27.4 %
• Technical adequacy• Educational support• Affective domain• Online communication• Perceived learning
July 2003 baseline data Overall Experience survey: 4 650 respondentsResponse rate 27.4 %
• Technical adequacy• Educational support• Affective domain• Online communication• Perceived learning
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Student frustration - 2003
Student frustration - 2003
Frustration index:
83% of students experience moderate to high levels of frustration
83% of students experience moderate to high levels of frustration
0
20
40
60
80
Low Moderate High
17%17%
73%73%
10%10%
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Frustration index factors
Frustration index factors
insufficient computers available insufficient printers available extent of technical difficulties insufficient support from student CD inadequate student training in WebCT an impersonal learning experience slow response from classmates feelings of annoyance and/or stress
insufficient computers available insufficient printers available extent of technical difficulties insufficient support from student CD inadequate student training in WebCT an impersonal learning experience slow response from classmates feelings of annoyance and/or stress
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Student satisfaction - 2003
Student satisfaction - 2003
Satisfaction index:
87% of students experience moderate to high levels of satisfaction
87% of students experience moderate to high levels of satisfaction
0
1020
3040
50
Low Moderate High
13%13%
44%44% 43%43%
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Satisfaction index factors
Satisfaction index factors
feeling comfortable communicating via online tools feeling more freedom to express oneself than in a traditional classrooomlearning from the contributions of other studentspromoting one’s ability to work as a team or group memberincreased ability to plan one’s own work enriching learning environment
feeling comfortable communicating via online tools feeling more freedom to express oneself than in a traditional classrooomlearning from the contributions of other studentspromoting one’s ability to work as a team or group memberincreased ability to plan one’s own work enriching learning environment
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Longitudinal measuresLongitudinal measuresMeasures of student satisfaction, 2003 – 2005Measures of student satisfaction, 2003 – 2005
2003 2004 2005
I have access to my own computer (either at home, at work or in the residence)
80.5% 78.6% 73.1%
I find it difficult to find a computer on campus when necessary
85.1% 50.3% 36.5%
I find it difficult to find a printer on campus when necessary
73.3% 45.3% 42.2%
My technical difficulties were solved within 24 hours 43.7% 79.3% 76.1%
I felt comfortable communicating via online tools 72.9% 80.0% 82.8%
Web-supported communication helped me to express myself more than I would have in a traditional classroom
79.1% 57.9% 60.9%
I found web-supported learning to be an enriching learning experience
81.9% 77.7% 78.7%
I experienced feelings of annoyance or stress during this web-supported learning experience
80.0% 37.9% 32.5%
I found the opportunities for ‘anywhere, anytime’ learning on the web to be convenient
73.8% 87.0% 88.3%
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Lecturer feedback survey
Lecturer feedback survey Pilot interviews: 22 lecturers Pilot interviews: 22 lecturers
Benefits• useful for organisation and admin• communication and interaction• excellent support and service
Benefits• useful for organisation and admin• communication and interaction• excellent support and service Problems• library / copyright issues• human element is difficult
Problems• library / copyright issues• human element is difficult
Lessons learnt• training for staff and students• e-learning adds value
Lessons learnt• training for staff and students• e-learning adds value
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Towards integrationTowards integration
Lessons learntLessons learnt
Where to next?Where to next?
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Lessons: RisksLessons: Risks
formal online process based consensus driven ISO9000 cognisant
formal online process based consensus driven ISO9000 cognisant
Work load pressures for development of online system
Once created, it must be maintained and kept to up to date for internal functionality and external visibility
Work load pressures for development of online system
Once created, it must be maintained and kept to up to date for internal functionality and external visibility
Resistance to ideas of process; associated with commerce and inappropriate to HE?
Resistance to ideas of process; associated with commerce and inappropriate to HE?Inability to reach consensus amongst role players or to drive this forward
Expectation that consultant should be providing ‘answers’
Tendency to overlook the value of the system – that it is only a document management tool
Inability to reach consensus amongst role players or to drive this forward
Expectation that consultant should be providing ‘answers’
Tendency to overlook the value of the system – that it is only a document management tool
Automatic dismissal and perceptions of bureaucracy as soon as ISO9000 term is mentioned!
Automatic dismissal and perceptions of bureaucracy as soon as ISO9000 term is mentioned!
Resistance to generation of documentation
Time taken versus perceived benefits
Expectation that consultant should be providing best practice procedures
Inappropriate expectations; eg that the system will guarantee quality improvements
Resistance to generation of documentation
Time taken versus perceived benefits
Expectation that consultant should be providing best practice procedures
Inappropriate expectations; eg that the system will guarantee quality improvements
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Lessons: BenefitsLessons: Benefits
Gartner hype cycle:
Source: http://news.bbc.co.uk/1/hi/technology/3577746.stm#graphic
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Lessons: BenefitsLessons: Benefits1. Consensus that the QMS is on the slope of
enlightenment
2. Self evaluation and improvement of each step in the process; consensus on ‘the way we do things around here’
3. Rationalisation of pre-existing documents, checklists and forms
4. The QMS is a repository for the most up to date versions of all resources for planning, developing & evaluating projects
5. System informs new staff on UP procedures and enables them to feel self sufficient more quickly
1. Consensus that the QMS is on the slope of enlightenment
2. Self evaluation and improvement of each step in the process; consensus on ‘the way we do things around here’
3. Rationalisation of pre-existing documents, checklists and forms
4. The QMS is a repository for the most up to date versions of all resources for planning, developing & evaluating projects
5. System informs new staff on UP procedures and enables them to feel self sufficient more quickly
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Lessons learntLessons learnt1. Fundamental ID model (process)2. Importance of Analysis and Evaluation3. Timely training in the basics of QA
theory and practice4. Doubts about the need for a
formalised QMS5. Time required for reflection on
practice6. Roles and responsibilities of all role
players7. Manage lecturers’ unrealistic
expectations8. Understand that the system will go
through a change management cycle
1. Fundamental ID model (process)2. Importance of Analysis and Evaluation3. Timely training in the basics of QA
theory and practice4. Doubts about the need for a
formalised QMS5. Time required for reflection on
practice6. Roles and responsibilities of all role
players7. Manage lecturers’ unrealistic
expectations8. Understand that the system will go
through a change management cycle
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Towards integrationTowards integration
Lessons learntLessons learnt
Where to next?Where to next?
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Conceptual frameworkConceptual framework
Applies process theory, critical success factors, and four levels of evaluation into an integrated framework
Applies process theory, critical success factors, and four levels of evaluation into an integrated framework
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Conceptual frameworkConceptual framework
inputs process
outputs
measures
Lecturer satisfaction
Student satisfaction
ProductsProducts
web-supported courses &
multimedia products
feedback loop
ID factors
Pedagogical factors
Instructional Design Process
Instructional Design Process
Institutional factors
Technology factors
Lecturer factors
Student factors
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AgendaAgendaBackground of QA in e-learningBackground of QA in e-learning
Methodology of project at UPMethodology of project at UP
Towards integrationTowards integration
Lessons learntLessons learnt
Where to next?Where to next?
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Where to next?Where to next?
Use the QMS and the conceptual framework to produce measures about effectiveness, efficiency and contribution of e-learning to teaching and learning
Use measures to prioritise improvements
Implement summative evaluation as a joint exercise between all role players
Integrate evaluation of e-learning with institutional programme review
Use the QMS and the conceptual framework to produce measures about effectiveness, efficiency and contribution of e-learning to teaching and learning
Use measures to prioritise improvements
Implement summative evaluation as a joint exercise between all role players
Integrate evaluation of e-learning with institutional programme review
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Further readingFurther reading
Fresen (2005) Quality assurance practice in web-supported learning in higher education. PhD thesis. Available at http://upetd.up.ac.za/UPeTD.htm
Fresen & Boyd (2005) Caught in the web of quality. International Journal of Educational Development, 25(3), 317-331.
Fresen (in press)A taxonomy of factors to promote quality web-supported learning. International Journal on E-learning. To appear in 2006.
Fresen (2005) Quality assurance practice in web-supported learning in higher education. PhD thesis. Available at http://upetd.up.ac.za/UPeTD.htm
Fresen & Boyd (2005) Caught in the web of quality. International Journal of Educational Development, 25(3), 317-331.
Fresen (in press)A taxonomy of factors to promote quality web-supported learning. International Journal on E-learning. To appear in 2006.
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Where to next?Where to next?
Quality in e-learning means learning transformed and enhanced with the integration of technology where ‘e’
means:
empoweredenabledengaged
enlightenedemotional
enthusiastic
Quality in e-learning means learning transformed and enhanced with the integration of technology where ‘e’
means:
empoweredenabledengaged
enlightenedemotional
enthusiastic
Dr Ulf-Daniel Ehlers: Presentation at E-learning in Post-Secondary Education Conference, Alberta, Canada June 2005
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Sharing experiencesSharing experiences
Jill Fresen: [email protected]
Lesley Boyd: [email protected]
Online QMS:http://www.up.ac.za/telematic/quality/quality.htm
Jill Fresen: [email protected]
Lesley Boyd: [email protected]
Online QMS:http://www.up.ac.za/telematic/quality/quality.htm