{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,23]],"date-time":"2025-09-23T14:04:15Z","timestamp":1758636255919,"version":"3.41.2"},"reference-count":38,"publisher":"Emerald","issue":"7","license":[{"start":{"date-parts":[[2019,10,14]],"date-time":"2019-10-14T00:00:00Z","timestamp":1571011200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["BPMJ"],"published-print":{"date-parts":[[2019,10,14]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>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.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>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.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>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.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>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.<\/jats:p><\/jats:sec>","DOI":"10.1108\/bpmj-10-2018-0281","type":"journal-article","created":{"date-parts":[[2019,3,19]],"date-time":"2019-03-19T04:56:29Z","timestamp":1552971389000},"page":"1633-1646","source":"Crossref","is-referenced-by-count":10,"title":["E-university delivery model: handling the evaluation process"],"prefix":"10.1108","volume":"25","author":[{"given":"Rasha","family":"Ismail","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6241-6197","authenticated-orcid":false,"given":"Fadi","family":"Safieddine","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ashraf","family":"Jaradat","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"volume-title":"Gra de Change: Tracking Online Education in the United States","year":"2014","key":"key2019100207462385400_ref001"},{"issue":"3","key":"key2019100207462385400_ref002","first-page":"1","article-title":"An educational data mining approach to explore the effect of using interactive supporting features in an LMS for overall performance within an online learning environment","volume":"6","year":"2016","journal-title":"International Journal of Computer Science and Network Security"},{"issue":"7","key":"key2019100207462385400_ref003","doi-asserted-by":"crossref","first-page":"1609","DOI":"10.1109\/TMM.2017.2656064","article-title":"Automated online exam proctoring","volume":"19","year":"2017","journal-title":"IEEE Transactions on Multimedia"},{"year":"2005","key":"key2019100207462385400_ref004","article-title":"Lessons to be learned from the failure of the UK e-university"},{"article-title":"Process architectures in higher education","volume-title":"31 March","year":"2009","key":"key2019100207462385400_ref005"},{"issue":"3","key":"key2019100207462385400_ref006","first-page":"294","article-title":"The chalkboard versus the avatar: comparing the effectiveness of online and in-class courses","volume":"41","year":"2013","journal-title":"American Sociological Association in collaboration with JSTOR"},{"issue":"3","key":"key2019100207462385400_ref007","doi-asserted-by":"crossref","first-page":"192","DOI":"10.1007\/s12528-010-9038-z","article-title":"Higher education for our time","volume":"22","year":"2010","journal-title":"Journal of Computing in Higher Education"},{"issue":"4","key":"key2019100207462385400_ref008","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1080\/15228835.2011.638239","article-title":"Lessons learned from using Adobe Connect in the social work classroom","volume":"29","year":"2011","journal-title":"Journal of Technology in Human Services"},{"key":"key2019100207462385400_ref009","article-title":"Drawing out the essential business of ports","volume":"2010","year":"2010","journal-title":"IBIMA Business Review"},{"key":"key2019100207462385400_ref010","unstructured":"Feldman, R. and Zucker, D. 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