9th International Conference eLearning and Software for Education, Bucharest, Romania, 25 - 26 April 2013, pp.303-308
This paper is heavily drawn from my research-based teaching activity applied to university students of English with the help of Web technologies, by using quality assurance findings. Since online learning is a complex educational process, I will only address the assessment stage, which may give a clear image of the pedagogical techniques' efficiency, the one that signals the need of changes for a presumable improvement. First I choose to start with the hypothesis that undergraduate compulsory education is or should be designed and made use of by academic staff as the preparation basis for the alumni e-learning in post-compulsory continuing professional education. The project on lifelong learning I've been working on provides concrete outcomes of adult learners in the form of formative and summative assessment, on the purpose of emphasizing how the shift from higher education level to a career-making advancement. I will give an account of both strategies and methods following a stage-based structure from goals to achievements. The investigation into strong and weak factors of the process will further mark the beginning of a deeper analysis. The successful review becomes the reference point within the proposed quality assurance activities with relevant general conclusions. This paper is also meant as an attempt at demonstrating why educators should be quality-oriented in their mentoring. It is my hope that the tested guidelines, in compliance with the Common European Framework, will be a source of inspiration and further research in contemporary adult education, based on the syllabuses for English studies for a more efficient assessment of language competence.