View in EDS PDF Full Text

Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation

Saved in:
Bibliographic Details
Title: Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation
Language: English
Authors: Sims, Rod, Dobbs, Graeme, Hand, Tim
Source: Distance Education. Oct 2002 23(2):135-148.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 14
Publication Date: 2002
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Instructional Development, Evaluation Criteria, Online Courses, Formative Evaluation, Constructivism (Learning), Instructional Design, Educational Quality, Higher Education, Teaching Methods, Evaluation Methods, Outcomes of Education, Professional Development, Educational Planning, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/0158791022000009169
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.)
Abstractor: Author
Number of References: 20
Entry Date: 2007
Accession Number: EJ770710
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHSwpwesd8Ts4V1vjAe0d7XAAAA4DCB3QYJKoZIhvcNAQcGoIHPMIHMAgEAMIHGBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNuKy_PZw1BxTK-qKwIBEICBmDHvwYz11NEa0hEXk3wYcf1jrzRYs12ANuQSlPokEJ_OU_yu7L0I_nCbRZ3MXzOMu4OrigKvjYNwlsS65fYCCL7Xqz9SrDjWmht0yELl3iPDYJnw2CP_F71qwl9r8q7O6NqL1fnxaPLW1Y62tDm6mSv_WbuxiGi_1KNRPJ0j-zobvtRkXZxLDaIjzSveGynKc4nQKrP7iysv
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ770710
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sims%2C+Rod%22">Sims, Rod</searchLink><br /><searchLink fieldCode="AR" term="%22Dobbs%2C+Graeme%22">Dobbs, Graeme</searchLink><br /><searchLink fieldCode="AR" term="%22Hand%2C+Tim%22">Hand, Tim</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Distance+Education%22"><i>Distance Education</i></searchLink>. Oct 2002 23(2):135-148.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2002
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0158791022000009169
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0158-7919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 20
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2007
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ770710
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ770710
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0158791022000009169
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 135
    Subjects:
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Evaluation Criteria
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Enhancing Quality in Online Learning: Scaffolding Planning and Design through Proactive Evaluation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sims, Rod
      – PersonEntity:
          Name:
            NameFull: Dobbs, Graeme
      – PersonEntity:
          Name:
            NameFull: Hand, Tim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2002
          Identifiers:
            – Type: issn-print
              Value: 0158-7919
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Distance Education
              Type: main
ResultId 1