Evaluating eLearning: A Front-end, Process and Post Hoc Approach
International Journal of Instructional Media Volume 33, Number 1, ISSN 0092-1815
This paper examines eLearning from three related perspectives: (1) Current and recommended front-end approaches to improving online instruction; (2) The planning, implementation and administration of online courses; (3) The reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. The study also examines how instructors and instructional designers can maximize control over assessment conditions, and yet at the same time increase online instruments validity and reliability and address issues that are administrative in nature. Future cutting edge assessment of learning outcomes techniques are discussed in regard to how they may affect online, instructional design and technology application strategies. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. (Contains 1 figure.)
Bassoppo-Moyo, T.C. (2006). Evaluating eLearning: A Front-end, Process and Post Hoc Approach. International Journal of Instructional Media, 33(1),.
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Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development
Gary J. Senn, University of South Carolina Aiken, United States
Journal of Information Technology Education: Research Vol. 7, No. 1 (Jan 01, 2008) pp. 267–283
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