By Valerie Ruhe PhD, Bruno D. Zumbo PhD
With the swift proliferation of distance schooling and e-learning classes, the necessity is becoming for a finished, expert method of comparing their effectiveness. This vital publication deals a street map to lead overview perform in those cutting edge studying environments. supplying useful, step by step guidance and instruments for carrying out evaluate studies—including find out how to take care of stakeholders, advance surveys and interview protocols, acquire different clinical proof, and examine and mix mixed-methods data—the paintings additionally contains a template for writing fine quality stories. The "unfolding version" constructed by way of the authors attracts on Messick's influential evaluate framework and applies it to application overview. case experiences of tangible courses (a distance studying direction and an e-learning path) show the unfolding version in action.
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Extra info for Evaluation in Distance Education and E-Learning: The Unfolding Model
The problems with case studies are researcher bias and generalizability. 30 EVALUATION IN DISTANCE EDUCATION AND E-LEARNING With mixed methods, quantitative and qualitative data are blended to provide an analysis of both outcomes and process. Mixed-methods studies result in greater validity, generalizability, and usefulness than qualitative or qualitative methods alone (Stufflebeam, 2001). Mixed Methods Strategies for blending the epistemologies and underlying value systems of the two paradigms are provided by Tashakkori and Teddlie (1998, 2003).
Second, the program goals, the values underlying the program, and the role of stakeholders are not considered. It was precisely to address these kinds of concerns that Cronbach (1980) took the field of program evaluation in a new direction with his 95 theses, which challenged the attribution of causes to outcomes, given the complexities of educational environments, and called for a better understanding of contextual factors and stronger social programming. Cronbach called for program evaluation to broaden out from measurable outcomes to “process and judgment based on multiple data sources” (Ross & Morrison, 1997, p.
In general, therefore, evaluation theorists do not specify the contexts in which their models should apply, nor do they often say where their models have been applied (King, 2003). In the research literature, some evaluation models have been empirically tested and validated, whereas others have not. In practice, then, evaluators often start out with questions or methods, and not theory, when doing evaluation studies. However, there is a general consensus among both scholars and the former presidents of the American Evaluation Association (AEA) that theory should be used to guide practice (King, 2003; Mertens, 2004).