The e-learning maturity model (eMM) provides institutions with detailed information on their e-learning activities. This paper describes the pilot application of the eMM to two large Australian universities and suggests that disciplinary differences taking place in different spaces may be more consistent in their use of e-learning than is generally acknowledged. The eMM is also compared with the Australian developed ACODE benchmarks and the complementary benefits of both processes discussed.
Keywords
E-learning, eMM, ACODE Benchmarks, Maturity Models, CMM, SPICE, process improvement.
