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Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

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Title: Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses
Language: English
Authors: Antonis, Konstantinos, Daradoumis, Thanasis, Papadakis, Spyros, Simos, Christos
Source: IEEE Transactions on Education. Aug 2011 54(3):374-380.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 7
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Electronic Learning, Instructional Design, Adult Learning, Adult Students, Computer Science, Internet, Web Based Instruction, Educational Technology, Program Development, Computer Uses in Education, Distance Education, Foreign Countries, Program Evaluation, Questionnaires, Lifelong Learning
Geographic Terms: Greece
DOI: 10.1109/TE.2010.2060263
ISSN: 0018-9359
Abstract: This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a methodological framework for the evaluation of three main educational issues involved in the learning process of Web-based computer science training courses, and analyzes the results of this study with the aim of providing an improved learning design, and environment, for these courses. The findings highlight a number of potential barriers to learning and indicate the failed indicators that need to be improved in order to enhance effective performance. The authors give their views both on ways to improve the proposed learning environment and on the need for an optimal balance between asynchronous and synchronous activities, enhanced collaboration, and interactions among adult learners and e-tutors.
Abstractor: As Provided
Number of References: 14
Entry Date: 2011
Accession Number: EJ936356
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. Aug 2011 54(3):374-380.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 10.1109/TE.2010.2060263
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  Data: This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a methodological framework for the evaluation of three main educational issues involved in the learning process of Web-based computer science training courses, and analyzes the results of this study with the aim of providing an improved learning design, and environment, for these courses. The findings highlight a number of potential barriers to learning and indicate the failed indicators that need to be improved in order to enhance effective performance. The authors give their views both on ways to improve the proposed learning environment and on the need for an optimal balance between asynchronous and synchronous activities, enhanced collaboration, and interactions among adult learners and e-tutors.
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