A Comparison of Evaluation Practices Based on e-Learning and Mobile Learning Delivery Rates PROCEEDING
James Marshall, San Diego State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. This study sought to quantify evaluation practices in organizations and investigate how the use of technology-delivered instruction compared to more frequent, or robust, evaluation practices. Findings indicate that reaction evaluation remains the most frequently occurring evaluation practice. Increased amounts of evaluation for purposes of measuring learning, application and return on investment were recorded, relative to earlier studies. Results suggest that more robust evaluation is occurring in organizations that employ greater amounts of technology-delivered instruction—especially mobile learning, relative to organizations with lower levels of the same. This study has implications for e-learning and mobile learning designers and their pursuit of metrics to inform their efforts and establish the worth of their practice.
Marshall, J. (2016). A Comparison of Evaluation Practices Based on e-Learning and Mobile Learning Delivery Rates. In Proceedings of E-Learn: World Conference on E-Learning (pp. 86-99). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2018 from https://www.learntechlib.org/p/173924/.
© 2016 Association for the Advancement of Computing in Education (AACE)