Description: The paper describes the development of a research-based quality matrix for quality assurance and enhancement in web-based instruction in a Higher Education institution, the University of Helsinki. The quality matrix is commensurable with the Teaching Evaluation Matrix (TEM) commonly in use at the University, which covers the following areas of quality/outcomes: teaching and research, teaching objectives, supervision of teaching, teaching, learning outcomes, resources, feedback and follow-up, and postgraduate studies. The principles of constructive alignment (Biggs, 1996) student centredness and deep vs. surface approach (Trigwell, Prosser & Waterhouse, 1999) provide the theoretical underpinnings of the TEM. It is based on four-levels summing up the spectrum of performance from poor to excellent, and it has been compiled mainly to support departments in their pursuits of quality education, but also the perspectives of faculty, programme, or discipline may be adopted.In the University's strategy there is a strong emphasis on developing web-based instruction creating the need to develop tools for the follow-up of strategic goals. To meet this need, a three-year project (2004-2006) with the following objectives, were set up:· To increase quality awareness, know-how and networking, based on current research, among the teachers, support staff and other experts involved in online teaching. · To identify online teaching practices that are recognised as being of high quality and to disseminate information about these practices. · To use workshops, interviews and the exchange of information (benchmarking), as well as research, so as to create an internationally comparable quality matrix and to further develop the quality assurance system at the University of Helsinki. From the perspective of institutional leadership strategic planning is the method for steering the teaching activities in congruence with the aims and visions of the institution. The central task of strategic planning is how to successfully integrate ICT into existing teaching structures and practices, and it is exactly this aim that the development of the e-learning quality matrix serves. Methodology: An article compilation (Nevgi, Löfström & Evälä, 2005) was released marking the end of the first phase of the project. The publication describes the state of information and communication technology (ICT) in teaching and learning at the University of Helsinki based on a number of surveys conducted with different stakeholders. The project continued with a number of case studies to describe best practices. The contents of the quality matrix for e-learning have been developed on the basis of this research. Conclusions: The content areas of TEM have been adapted to the context of web-based instruction, and the indicators of the four performance levels have been defined based on the research. Students' ICT skills, teachers' team work skills, and provision of pedagogical and technological support have been added as content areas specific and essential to high quality web-based instruction. Like TEM, the e-learning quality matrix has also been compiled to support departments, faculty and programmes, but it is also intended for use by teachers, ICT support staff and others responsible for the development of teaching. The last phase is to adopt the matrix as a quality tool in the departments' quality assurance and enhancement schemes.