A Systemic, Flexible, and Multidimensional Model for Evaluating E-Learning Programs
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| Title: | A Systemic, Flexible, and Multidimensional Model for Evaluating E-Learning Programs |
|---|---|
| Language: | English |
| Authors: | Mungania, Peni, Hatcher, Tim |
| Source: | Performance Improvement. Aug 2004 43(7):33-39. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 7 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Program Effectiveness, Program Evaluation, Evaluation Methods, Community Needs, Distance Education, Learning Processes, Outcomes of Education, Instructional Effectiveness, Models, Systems Approach, Individual Needs |
| DOI: | 10.1002/pfi.4140430710 |
| ISSN: | 1090-8811 |
| Abstract: | Organizations value the business impact and benefits that accompany e-learning, such as workforce effectiveness, reduced training costs, and improved workforce retention (Taylor, 2001). However, although justifying the value of evaluation is clear, "e-learning evaluations often do not receive the priority that they deserve" (Tanquist, 2000, p. 1). Thus, evaluating e-learning effectiveness is essential, and "all e-learning activities should incorporate at least some form of evaluation" (Tanquist, 2000, p. 5). The purpose of this article is to call more attention to the value of evaluation and to suggest an added approach for evaluating distance learning courses and programs. It addresses the factors that impact distance learners by suggesting an alternative approach to e-learning that focuses on both process and outcomes. The suggested model and matrix support undertaking the evaluation process with a systems-thinking orientation and with individual, organizational, and community needs and resources in mind. (Contains 3 figures.) |
| Abstractor: | ERIC |
| Number of References: | 29 |
| Entry Date: | 2007 |
| Accession Number: | EJ771814 |
| Database: | ERIC |
| Abstract: | Organizations value the business impact and benefits that accompany e-learning, such as workforce effectiveness, reduced training costs, and improved workforce retention (Taylor, 2001). However, although justifying the value of evaluation is clear, "e-learning evaluations often do not receive the priority that they deserve" (Tanquist, 2000, p. 1). Thus, evaluating e-learning effectiveness is essential, and "all e-learning activities should incorporate at least some form of evaluation" (Tanquist, 2000, p. 5). The purpose of this article is to call more attention to the value of evaluation and to suggest an added approach for evaluating distance learning courses and programs. It addresses the factors that impact distance learners by suggesting an alternative approach to e-learning that focuses on both process and outcomes. The suggested model and matrix support undertaking the evaluation process with a systems-thinking orientation and with individual, organizational, and community needs and resources in mind. (Contains 3 figures.) |
|---|---|
| ISSN: | 1090-8811 |
| DOI: | 10.1002/pfi.4140430710 |
