Key Factors for Defining the Conceptual Framework for Quality Assurance in ELearning

Elearning has evolved for more than a decade, and universities are gradually embracing elearning to provide more learning experience for their learners. Elearning is the use of electronic means through which training is received and obtained. Elearning offers a wide range of advantages (time and room mobility, costeffectiveness, etc.) and also overcomes the limitations of digital learning that have led to the widespread adoption of the institute. The poor quality of elearning services is one of the main causes of the number of errors collected. Experts proposed performance models for elearning systems, but most relied solely on pedagogical opinions. From a software perspective, very limited attention is paid to evaluating the performance of elearning applications. It is therefore quite difficult to evaluate the overall performance of the elearning scheme effectively. The aim of this study is to draw up separate stakeholders in the elearning system by providing a roadmap to ensure the effectiveness of their elearning facilities, particularly in emerging countries and Iraq. The higher education data system guarantees and measures the performance of its elearning system in its own way, as there is no specific definition of the performance of the elearning system. This work is expected to be ready to harmonize the various stakeholders to a satisfactory standard within the performance framework.