Evaluating e-learning : Guiding Research and Practice.

Evaluating e-learning : Guiding Research and Practice.

How can novice e-learning researchers and postgraduate learners develop rigorous plans to study the effectiveness of technology-enhanced learning environments? How can practitioners gather and portray evidence of the impact of e-learning? How can the average educator who teaches online, without expe...

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Bibliographic Details
Main Author: Phillips, Rob
Other Authors: McNaught, Carmel, Kennedy, Gregor
Format: eBook
Language:English
Published: London : Taylor and Francis, 2011.
Subjects:
Computer-assisted instruction > Evaluation.
Web-based instruction > Evaluation.
Distance education > Evaluation.
EDUCATION > Higher.
Computer-assisted instruction > Evaluation
Distance education > Evaluation
Online Access:Click for online access
Table of Contents:
  • Front Cover; Evaluating e-Learning; Copyright Page; Contents; List of Figures; List of Tables; Series Editors' Foreword: Allison Littlejohn and Chris Pegler; Foreword: T. Craig Montgomerie; Preface; Why Did We Write this Book?; What is the Scope of the Book?; Who Should Read this Book?; What is in the Book?; How Did We Come to Write the Book?; Acknowledgements; Part I: Setting the Scene; 1. e-Learning, Learning and Evaluation; 1.1 Introduction; 1.2 What is e-Learning?; 1.3 Key Characteristics of Learning; 1.4 Evaluating Learning and e-Learning; 1.5 Types of e-Learning Artefacts.
  • 1.6 The e-Learning Artefact Life Cycle1.7 Summary; 2. Evaluation as Part of a Teacher's Role; 2.1 The Process of Evaluation; 2.2 Practical and Simple Tips for Your Evaluation; 2.3 How to Start; Part II: Theory; 3. The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework; 3.1 Introduction; 3.2 Learning; 3.3 The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework; 3.4 The Origins of the LEPO Framework; 3.5 Components of the LEPO Framework; 3.6 Synergies with the LEPO Framework; 3.7 Summary.
  • 4. What is Meant by Educational Evaluation and Research?4.1 Introduction; 4.2 Educational Evaluation; 4.3 e-Learning Evaluation; 4.4 The Nature of Research; 4.5 Research Classifications; 4.6 Examples of Evaluation Research into e-Learning; 4.7 Summary; 5. Research Paradigms and Methodologies; 5.1 Introduction; 5.2 Phenomena; 5.3 Working from a Theoretical Basis; 5.4 Research Goals and Disciplined Inquiry; 5.5 Paradigms of Inquiry; 5.6 Research Methodologies and Methods; 5.7 Summary; 6. Evaluation-research Approaches Suitable for e-Learning; 6.1 Introduction.
  • 6.2 Defining the e-Learning Research Problem6.3 Cyclical Research Approaches; 6.4 Action Inquiry; 6.5 Design-based Research; 6.6 The Value of Stand-alone Studies; 6.7 The Role of Approaches Often Aligned with Positivism; 6.8 Summary; Part III: Practical Aspects of Evaluation Research; 7. The Process of Carrying Out Evaluation Research; 7.1 Overview; 7.2 Components of the Evaluation-research Process; 7.3 Planning an Evaluation-research Study; 7.4 Summary; 8. Evaluation Research Across the e-Learning Life Cycle; 8.1 Introduction; 8.2 Unpacking the e-Learning Life Cycle.
  • 8.3 Mapping Evaluation Research to the e-Learning Life Cycle8.4 Baseline Analysis; 8.5 Design Evaluation; 8.6 Formative Evaluation of the Learning Environment; 8.7 Effectiveness Research on the Learning Process and Learning Outcome; 8.8 Summary; 9. Conducting an Evaluation-research Study; 9.1 Introduction; 9.2 Data Collection
  • Evaluation and Research Methods; 9.3 Issues with Mixing Methods; 9.4 Sampling; 9.5 Analysing and Interpreting Data; 9.6 Validity and Reliability; 9.7 Reporting and Presentation; 9.8 Summary; 10. Project-management Evaluation; 10.1 Introduction.

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