Quality assessment in e-learning and b-learning in higher education: A systematic literature review

Abstract

During the last 10 years, e-learning and b-learning methods have experienced an exponential growth, so some organizations have adapted or created based on these methods. The present study conducts a systematic literature review (SLR) on quality assessment in e-learning and b-learning in higher education. The aim of this study is to determine the perception of students and teachers in higher education regarding quality assessment in e-learning and b-learning in comparison with other assessment methods or quality standards. The data are collected from the Scopus database, the initial study included 183 articles, then by the inclusion and exclusion criteria, a total of 48 articles were obtained, and through the application of the Rayyan tool, which resulted in the final selection of 15 articles. At the methodological level, the guidelines and protocols established by the PRISMA method were implemented. The findings indicate that the perceived quality of e-learning and b-learning depends on factors such as technological competence, connectivity, content design, personalization of learning and rapid feedback, while challenges such as authenticity of assessments and limited access to technologies affect their effectiveness. The conclusions point out that e-learning and b-learning models stand out for their flexibility and personalization, but their effectiveness requires addressing the challenges of the current situation and the need for rapid feedback, while challenges such as authenticity of assessments and limited access to technologies affect their effectiveness.