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Fine-tuning Evaluation Methodologies for Innovative Distance Education Programs
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| Presenter(s):
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| Debora Goetz Goldberg,
Virginia Commonwealth University,
goetzdc@vcu.edu
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| John James Cotter,
Virginia Commonwealth University,
jjcotter@vcu.edu
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| Abstract:
Growth in the number and diversity of distance education programs has sparked a need for adaptable evaluation methodologies at the program level. This presentation reviews techniques to determine appropriate evaluation methodologies for educational programs delivered through distance technologies. Topics that will be discussed include: defining quality in distance education, identifying important program aspects for review, determining best approaches for data collection, and utilizing findings to improve program performance.
An evaluation study of the Ph.D. Program in Health Related Sciences at Virginia Commonwealth University will serve as an example for the methodologies discussed. This pioneer program offers interdisciplinary concentrations in allied health fields through a blended learning environment that includes distance and on-site education. The evaluation combined information from course assessments with program level data. Findings from the evaluation led to changes in curriculum, enhanced use of distance education technologies, additional instructor training, and supplementary use of teaching assistants.
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Evaluation of an Interactive Computer-based Instruction in Six Universities: Lessons Learned
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| Presenter(s):
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| Rama Radhakrishna,
Pennsylvania State University,
brr100@psu.edu
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| Marvin Hall,
Pennsylvania State University,
mhh2@psu.edu
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| Kemirembe Olive,
Pennsylvania State University,
ozk102@psu.edu
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| Abstract:
Information technology has changed the way we teach our classes in higher education. In fact, it has helped instructors to link students’ learning styles with instructional methodology. Compared to traditional lecture method, interactive computer-based instruction allows the students to determine the pace and amount of instruction that can be assimilated at a given time. Further computer-based instruction is a useful method for classes that require integration of text and images and sharing information from a variety of information sources and institutions. This collaborative study funded by U.S. Department of Agriculture involving six institutions describes the process involved in developing, implementing and evaluating interactive, computer-based teaching modules for forage crops. This multi-institutional collaborative effort has helped capture the research expertise and teaching skills of numerous spatially and temporally-separated teachers into a single-educational experience. This project serves as a prototypical model for course development in all academic disciplines.
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The Use of a Participatory Multimethod Approach in Evaluating a Distance Education Program in Two Developing Countries
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| Presenter(s):
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| Charles Potter,
University of the Witwatersrand,
charles.potter@wits.ac.za
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| Sabrina Liccardo,
University of the Witwatersrand,
sabrina.liccardo@wits.ac.za
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| Abstract:
This paper describes a participatory multimethod evaluation design currently being implemented in the evaluation of an interactive radio learning program in two developing countries. The program provides direct support to schools as well as in-service training of teachers based on open learning principles. It has been implemented since 1992 across all nine provinces of South Africa, and has attracted large-scale funding from the international community to support educational reconstruction over a nine year period in schools in Bangladesh.
The methodologies for formative evaluation of the program in South Africa are at this stage well-established. Existing achievement tests standardized for use in South Africa are thus being adapted for use in Bangladesh schools. Classroom observation instruments based on PhotoVoice methodology as used in South African schools are also being implemented for developmental purposes in the in-service training and support of teachers in Bangladesh, as well as for school-based performance monitoring.
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Building Evaluation Practice Into Online Teaching: An Action Research Approach to the Process Evaluation of New Courses
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| Presenter(s):
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| Juna Z Snow,
InnovatEd Consulting,
jsnow@innovatedconsulting.com
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| Abstract:
This paper discusses action research methodology as the approach to the process evaluations of distance education programs at different universities. The evaluation foci were the outcomes from the design and implementation of two teacher-education courses, which introduced new instructors and curricula in completely online learning environments. Instructional delivery relied on solely asynchronous communication in one course, while the other used a hybrid approach by adding weekly synchronous meetings. Such innovations, curricula implementation using technology, necessitate formative evaluation because designers cannot predict fully how participants will make use of and benefit from the innovations. Evaluation design and methods are discussed to illustrate the action research approach. Moreover, the cases demonstrate in what ways the technological nature of the courses provided the data collection medium and tools. The Performance Management Portfolio, a new tool used in the courses, is revealed to have implications for student evaluation and instructor professional development.
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