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Mobile learning has been reshaping the mobile applications and requesting a different pedagogy. Therefore, the applications designed for mobile learning are expected to be compatible with the desired skills in learning objectives and learning outcomes. It is recommended to determine learning objectives and learning outcomes that support appropriate pedagogy for mobile learning while designing an application. In this study, the use of the revised Bloom Taxonomy in designing mobile learning applications was evaluated in terms of cognitive processes and learning outcomes for the realization of effective learning. Besides, the benefits of revised Bloom Taxonomy are evaluated on issues such as analyzing the objectives of the syllabus or a curriculum, the classification of learning activities according to the learning objectives, the recognition of the relationship between assessment and learning/teaching activities. This study also introduces a few alternative models apart from revised Bloom’s Taxonomy and presents some discussions about these models. Then, a range of mobile applications has been suggested for open and distance learners.

Today, while governments mostly focus on indicators such as productivity, cost-effectiveness, social satisfaction, and accountability as quality indicators, higher education institutions take into account fundamental indicators such as student output, learning, and teaching processes, student and staff support, assessment, evaluation, and resources. These fundamental indicators can be varied institutional-based, program-based or course-based. In the context of higher education, quality assurance of distance education actually requires different quality indicators and different regulations from traditional higher education. On the other hand, quality assurance in distance education is more debated than traditional education. Currently, people do not trust the quality of distance education. Therefore, initiatives to increase the quality of distance education may be increased assurance in distance education. The aim of this study is to examine the studies which provide criteria to evaluate online courses for creating or improving quality standards in online environments in the context of higher education and also to make a descriptive analysis by presenting differences and similarities between the course quality measures of these studies. This study is expected to guide the online course developers, faculty, and administration of higher education institutions to improve or to redefine the quality of their proposed online courses.