Purpose The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues. Design/methodology/approach This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change. Findings The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome. Originality/value This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

中文翻译：

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电子大学交付模型：处理评估过程

目的建立电子大学的过程很缓慢。电子大学进展缓慢主要归因于不良的商业模式，品牌，颠覆性技术，缺乏适应此类挑战的组织结构以及无法整合混合方法。其中一个绊脚石是评估过程的处理。与原始的实体教室交付模型相比，电子大学模型没有提供太多的自动化功能。强调技术可能并不支持。但是，情况正在发生变化，越来越多的评估工具可供学者使用。本文旨在讨论这些问题。设计/方法/方法本文确定了当前在线评估过程的范围。在这个过程中 该团队使用Adobe Connect学习模型回顾了英国电子大学的案例研究，该模型反映了许多物理过程以及在线考试和评估工具。本文使用Riva模型，将电子大学的物理评估与在线评估过程进行了比较，以识别这些过程中的差异，从而评估电子学习的优势。结果，这些模型可以帮助我们识别可以进行改进以实现流程自动化的流程，并评估此更改的影响。结论本文得出的结论是，可以大大缩短此过程并提供更公平的结果，但是要克服电子大学过程仍然存在一些挑战。原创性/价值随着越来越多的大学转向过程自动化，本文研究了学术界至关重要的质量保证过程，混合或电子大学业务模型。通过对Arden大学在线远程学习的案例研究，通过建模和分析证明了评估过程的在线自动化过程是非常有效的。