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Evaluating e-Learning: Guiding Research and Practice [Kõva köide]

4.00/5 (3 hinnangut Goodreads-ist)
(University of Melbourne, Australia), (The Chinese University of Hong Kong), (Murdoch University, Australia)
  • Formaat: Hardback, 236 pages, kõrgus x laius: 234x156 mm, kaal: 620 g, 32 Tables, black and white; 8 Line drawings, black and white
  • Sari: Connecting with E-learning
  • Ilmumisaeg: 18-Jul-2011
  • Kirjastus: Routledge
  • ISBN-10: 0415881935
  • ISBN-13: 9780415881937
Teised raamatud teemal:
Evaluating e-Learning: Guiding Research and PracticeSuurem pilt
  • Formaat: Hardback, 236 pages, kõrgus x laius: 234x156 mm, kaal: 620 g, 32 Tables, black and white; 8 Line drawings, black and white
  • Sari: Connecting with E-learning
  • Ilmumisaeg: 18-Jul-2011
  • Kirjastus: Routledge
  • ISBN-10: 0415881935
  • ISBN-13: 9780415881937
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415881937.html
Märksõnad:
Education scholars Phillips (Murdoch U., Perth, Australia), Carmel McNaught (Chinese U. of Hong Kong), and Gregor Kennedy (U. of Melbourne, Australia) offer a step-by-step guide to designing and conducting a study evaluating electronic learning, particularly addressing acknowledged weaknesses in the quality of research so far. They intend the book to be used by practitioners and researchers in formal and informal settings. Among their topics are evaluation as part of a teacher's role, research paradigms and methodologies, evaluation research across the electronic learning life cycle, and project management evaluation. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)

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 experience in evaluating emerging technologies, build on what is successful and modify what is not?

By unpacking the e-learning lifecycle and focusing on learning, not technology, Evaluating e-Learning attempts to resolve some of the complexity inherent in evaluating the effectiveness of e-learning. The book presents practical advice in the form of an evaluation framework and a scaffolded approach to an e-learning research study, using divide-and-conquer techniques to reduce complexity in both design and delivery. It adapts and builds on familiar research methodology to offer a robust and accessible approach that can ensure effective evaluation of a wide range of innovative initiatives, including those covered in other books in the Connecting with e-Learning series.

Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating e-learning practices with ease.

Arvustused

"Education scholars Phillips, Carmel McNaught , and Gregor Kennedy offer a step-by-step guide to designing and conducting a study evaluating electronic learning, particularly addressing acknowledged weaknesses in the quality of research so far. They intend the book to be used by practitioners and researchers in formal and informal settings."--Reference and Research Book News Julie-Ann Sime Lancaster University (Areas of speciality: E-learning, evaluation, research methods)

I would recommend this book to my distance learning, doctoral students in e-Research and Technology Enhanced Learning, as it provides a good source of evaluation methods, models and frameworks as well as presenting international examples of practice.

This book is particularly appealing because it is not based on a single approach to evaluation of e-learning but gives an overview of a range of methods appropriate for a variety of situations from an educator wanting to improve practice in small ways to evaluation of development projects. It adopts a pragmatic approach and is illustrated by case studies including mixed methods approaches that adopt 3 different perspectives on evaluation. This multi-perspective approach is particularly distinctive and appealing.

Alejandro Armellini, University of Leicester (Areas of specialty:Peadagogy in online learning environments, learning technologies)

It certain would sell copies overseas, especially given the origins of the authors and likely endorsements.

I would steer clear of topics on which hundreds of books have already been written (eg the typical research methods stuff, such as instruments, validity, triangulation, paradigms) instead, Id focus on the specifics of evaluating e-learning what makes e-learning evaluation different from other forms of educational research?

List of Figures
xiii
List of Tables
xv
Series Editors' Foreword xvii
Allison Littlejohn
Chris Pegler
Foreword xix
T. Craig Montgomerie
Preface xxi
Why Did We Write this Book? xxi
What is the Scope of the Book? xxi
Who Should Read this Book? xxii
What is in the Book? xxiii
How Did We Come to Write the Book? xxiv
Acknowledgements xxvii
PART I Setting the Scene
1(22)
1 e-Learning, Learning and Evaluation
3(12)
1.1 Introduction
3(1)
1.2 What is e-Learning?
3(2)
1.3 Key Characteristics of Learning
5(2)
1.4 Evaluating Learning and e-Learning
7(2)
1.5 Types of e-Learning Artefacts
9(3)
1.6 The e-Learning Artefact Life Cycle
12(1)
1.7 Summary
12(3)
2 Evaluation as Part of a Teacher's Role
15(8)
2.1 The Process of Evaluation
15(2)
2.2 Practical and Simple Tips for Your Evaluation
17(1)
2.3 How to Start
18(5)
PART II Theory
23(78)
3 The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework
25(18)
3.1 Introduction
25(1)
3.2 Learning
26(1)
3.3 The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework
27(1)
3.4 The Origins of the LEPO Framework
28(2)
3.5 Components of the LEPO Framework
30(11)
3.6 Synergies with the LEPO Framework
41(1)
3.7 Summary
42(1)
4 What is Meant by Educational Evaluation and Research?
43(22)
4.1 Introduction
43(1)
4.2 Educational Evaluation
43(3)
4.3 e-Learning Evaluation
46(6)
4.4 The Nature of Research
52(4)
4.5 Research Classifications
56(3)
4.6 Examples of Evaluation Research into e-Learning
59(3)
4.7 Summary
62(3)
5 Research Paradigms and Methodologies
65(18)
5.1 Introduction
65(1)
5.2 Phenomena
66(1)
5.3 Working from a Theoretical Basis
67(2)
5.4 Research Goals and Disciplined Inquiry
69(1)
5.5 Paradigms of Inquiry
70(10)
5.6 Research Methodologies and Methods
80(1)
5.7 Summary
81(2)
6 Evaluation-research Approaches Suitable for e-Learning
83(18)
6.1 Introduction
83(1)
6.2 Defining the e-Learning Research Problem
84(3)
6.3 Cyclical Research Approaches
87(1)
6.4 Action Inquiry
88(1)
6.5 Design-based Research
89(5)
6.6 The Value of Stand-alone Studies
94(1)
6.7 The Role of Approaches Often Aligned with Positivism
95(4)
6.8 Summary
99(2)
PART III Practical Aspects of Evaluation Research
101(80)
7 The Process of Carrying Out Evaluation Research
103(10)
7.1 Overview
103(1)
7.2 Components of the Evaluation-research Process
103(8)
7.3 Planning an Evaluation-research Study
111(1)
7.4 Summary
112(1)
8 Evaluation Research Across the e-Learning Life Cycle
113(26)
8.1 Introduction
113(1)
8.2 Unpacking the e-Learning Life Cycle
113(3)
8.3 Mapping Evaluation Research to the e-Learning Life Cycle
116(3)
8.4 Baseline Analysis
119(3)
8.5 Design Evaluation
122(4)
8.6 Formative Evaluation of the Learning Environment
126(6)
8.7 Effectiveness Research on the Learning Process and Learning Outcome
132(4)
8.8 Summary
136(3)
9 Conducting an Evaluation-research Study
139(18)
9.1 Introduction
139(1)
9.2 Data Collection -- Evaluation and Research Methods
139(5)
9.3 Issues with Mixing Methods
144(2)
9.4 Sampling
146(1)
9.5 Analysing and Interpreting Data
146(7)
9.6 Validity and Reliability
153(2)
9.7 Reporting and Presentation
155(1)
9.8 Summary
156(1)
10 Project-management Evaluation
157(12)
10.1 Introduction
157(1)
10.2 General Elements of Project Management
158(1)
10.3 Planning a Project
158(5)
10.4 Managing a Project
163(1)
10.5 Characteristics of a Project Manager
164(1)
10.6 Evaluating Project-management Elements
164(4)
10.7 Summary
168(1)
11 Using Evaluation-research Results: An overview of impact issues beyond the confines of a single project
169(12)
11.1 Introduction
169(1)
11.2 Sustainability of an e-Learning Initiative
170(5)
11.3 Dissemination
175(1)
11.4 Issues in Organizational Change
176(2)
11.5
Chapter Summary
178(1)
11.6 The End of the Journey. Or is it the Beginning?
179(2)
References 181(14)
Author Index 195(6)
Subject Index 201
Rob Phillips is Associate Professor in the Educational Development Centre at Murdoch University, Australia.

Carmel McNaught is the Director and Chair Professor in the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong.

Gregor Kennedy is Director of e-Learning and Associate Professor of Educational Technology in the Centre for the Study of Higher Education at The University of Melbourne. His current work involves leading the university's strategy in technology-enhanced learning and teaching, supporting staff in the use of learning technologies, and undertaking research in the area of e-Learning. He has a background in psychology and has spent the past 15 years conducting and overseeing research and development in educational technology in higher education.