Evaluating E-learning, A Guide to the Evaluation of E-learning
, Graham Attwell, 2006 (Suzi) – Framework of factors to take into consideration, then lists 5-6 clusters of types of evaluation. Not much detail of how these types of evaluation actually work, but may be useful as a starting point. Section 6: SPEAK tool – used in community education – may be useful for “students as agents of change”. Section 9 – evaluating e-learning policies – gives guidelines and prompts for developing a set of questions with which to evaluate a policy. Section 10 – management-oriented evaluation – possibly worth a look during project planning.
Evaluation of e-learning courses– Institute of Education , 2008 (Roger) Covers evaluating courses, wholly or partly online. Aims to provide an overview of practical evaluation resources. And its target audience is academics at IOE. Includes a literature review.Recommendations:
- Plan evaluation before the course starts
- Collect feedback from all stakeholders including students, tutors, admins and tech support staff. For staff this could be done on an ongoing basis through frequent team meetings, and an end of course survey
- Collect student feedback during and at the end of the course
- Consider all relevant aspects of the use of tech for t and l in the course e.g. usefulness of the content, how well online activities run e.g. timing, sequencing (could be blended), instructions, the user experience ( levels of engagement, tutor participation, workload)
- Make use of the specific tools available in typical online tools e.g. course stats in BB to get an idea of levels of activity (not quality)
Suggested reading
- A Technique for Quality Evaluation of E-Learning from Developers Perspective
- Online Education Evaluation: What Should We Evaluate?
- Transition and technology—Evaluation of blended learning, delivered by university staff to 6th form students
- Models and instruments for assessing Technology, Enhanced Learning Environments in higher. education
- e-learning benchmarks compared
- e-learning maturity model from Victoria University of Wellington – 5 process categories: Learning, Development, Support, Evaluation and Organisation – each process is broken down into practices, which are then rated
- HEA e-learning benchmarking methodologies
- HEA e-learning benchmarking Bibliography
- Jisc Curriculum design and delivery – http://jisccdd.jiscinvolve.org/wp/2011/11/09/tracks-in-the-snow-finding-and-making-sense-of-the-evidence-for-institutional-transformation/
- JISC – tangible benefits of e-learning
- Educause – Maintaining Quality in Blended Learning: From Classroom Assessment to Impact Evaluationhttp://www.educause.edu/Resources/MaintainingQualityinBlendedLea/213889
- Evaluation of e-learning courses WLE centre
There was discussion about this on the ALT list in May 2011. References given include:
- http://www.eep-edu.org/InnService/Start/what_addval_start.htm – aimed at schools but still relevant
- https://sites.google.com/site/evaluationtoolkit/
- http://www.as.bham.ac.uk/learningspaces/LEI/Toolkit.shtml – University of Birmingham LT adoption toolkit
- http://www.sciencedirect.com/science/article/pii/S0360131505001338 – Critical success factors for e-learning acceptance UAE University
- http://www.sciencedirect.com/science/article/pii/S0360131506001874 – What drives successful e-learning
