Within this framework, a research project carried out at the University of the Aegean in Greece has established an extended list of criteria for the evaluation of educational resources on the web, based upon the analysis of school teachers and postgraduate students. In this paper, we present the evaluation criteria list and the underlying methodology behind this system.

In our work we focus on the learning and teaching process, considering evaluation through a pedagogical approach and a media-didactic theory. Therefore, web resources able to support active learning by using various media elements, are considered as quality content. We focus on the learning and teaching process and we approach quality as the potential educational value of content.

One of the main conclusions of our study is that, instead of the adaptation of an un-feasible “universal” quality evaluation model for all domains of interest, due to the huge heterogeneous amount of information on the Internet, it is preferable to use evaluation models per sector (i.e. education, economy, culture, etc.) during the whole content’s life-cycle.

This paper also presents some interesting findings about teachers’ attitudes and media competence based on the outcome of the focus groups.