Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation
ARTICLE
Rod Sims, Graeme Dobbs, Tim Hand
Distance Education Volume 23, Number 2, ISSN 0158-7919
Abstract
A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realized. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post-development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies. (Contains 8 tables.)
Citation
Sims, R., Dobbs, G. & Hand, T. (2002). Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation. Distance Education, 23(2), 135-148. Retrieved August 7, 2024 from https://www.learntechlib.org/p/100590/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes
Diogo Casanova, Kingston University London, London, United Kingdom; António Moreira, Departamento de Educação e Psicologia, Universidade de Aveiro, Aveiro, Portugal
International Journal of Mobile and Blended Learning Vol. 9, No. 4 (October 2017) pp. 1–20
-
Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment
Betty Ogange, John Agak, Kevin Okelo & Peter Kiprotich
Open Praxis Vol. 10, No. 1 (Feb 22, 2018) pp. 29–39
-
Reaching Students in Online Courses Using Alternative Formats
Patricia Fidalgo, Emirates College for Advanced Education, Abu Dhabi, UAE; Joan Thormann, Lesley University, Cambridge, MA, US, Morocco
The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)
-
Assessment of the effectiveness of internet-based distance learning through the VClass e-Education platform
Chadchadaporn Pukkaew, Rajamangala University of Technology Lanna, Chiang Mai Campus
The International Review of Research in Open and Distributed Learning Vol. 14, No. 4 (Aug 28, 2013)
-
Assessment for Online Learning and Online Instruction: Insights from the Literature
Liyan Song, Towson University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 426–431
-
Blogging at university as a case study in instructional design: Challenges and suggestions towards professional development
Johnnie Muwanga-Zake, Mitchell Parkes & Sue Gregory, University of New England, Armidale, Australia
International Journal of Education and Development using ICT Vol. 6, No. 1 (Mar 14, 2010) pp. 14–29
-
A Review of Web-based Learning Management System Design on Higher Education
Chih Hung Chung, Laura A. Pasquini, Jeff M. Allen & Chang E. Koh, University of North Texas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1428–1436
-
Shifting of Paradigms: Faculty Perceptions on Teaching in a Virtual Space
Gladys Yarbrough & Ollie Manley, Georgia State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1017–1021
-
Online Learning Revisited: Adventure Learning 2.0
Aaron Doering & Charles Miller, University of Minnesota, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1227–1233
-
Online Learning Revisited: Adventure Learning 2.0
Aaron Doering & Charles Miller, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3729–3735
-
Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting
Barbara Schober, Petra Wagner, Ralph Reimann & Christiane Spiel, University of Vienna, Austria
International Journal on E-Learning 7 (October 2008) pp. 703–723
-
Online Solitude: A Lack of Student Interaction
Kathryn Matthew, University of Houston - Clear Lake, United States; Rebecca Callaway, Arkansas Tech University, United States; Christie Matthew & Josh Matthew, United Space Alliance, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 734–739
-
Tech4u: Increasing Teachers’ Technology Literacy through an Online Professional Development Community
Susan Stansberry & Angel Kymes, Oklahoma State University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2332–2337
-
Distance Education Courseware Adoption Concerns
Charles Balch, Louisiana State University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1284–1289
-
Student perceptions of quality in online pedagogy: Implications for design
Catherine McLoughlin, Australian Catholic University, Australia
EdMedia + Innovate Learning 2004 (2004) pp. 3663–3669
-
Enhancing Instructional Development Processes for E-Learning
Rod Sims, Deakin University, Australia; Deborah Jones, RMIT University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 2171–2174
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.