It is quite clear that education in the 21st century presents challenges to quality assurance that were unimaginable just a quarter century ago. E-learning in particular, with its ability to render time and place irrelevant, requires that one abandons traditional indicators of "quality" such as "contact hours," "library holdings," and "physical attendance" among others in favor of more meaningful measures. For example, if the value of attendance has been high quality interaction among students and between students and instructors, then the indicator of quality today should be interaction, not attendance.
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