This study describes a set of institutional indicators that suggest minimum standards for the quality
assurance of learning supported by learning management systems in blended contexts. The indicators are evaluated by comparing seven universities that use a common learning management system to support student learning experiences. The responses to a qualitative questionnaire provide evidence of how the participating universities approach leadership, policy making, development, and evaluation as they relate to the quality assurance of learning management systems. A comparison among the universities reveals that they tend to have a better understanding of technical rather than educational issues related to quality assurance. A case is made for the need for universities to address key areas in order to reliably assure the quality of learning supported by learning management systems.