NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522209
Record Type: Non-Journal
Publication Date: 2011-Jul-20
Pages: 212
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-4158-8193-7
ISSN: N/A
Evaluating e-Learning: Guiding Research and Practice. Connecting with e-Learning
Phillips, Rob; McNaught, Carmel; Kennedy, Gregor
Routledge, Taylor & Francis Group
How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not? Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, "Evaluating e-Learning" offers step-by-step guidance for conducting an evaluation plan of elearning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series. This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include: (1) how to develop broad evaluation questions; (2) how to use an evaluation framework; (3) how to determine the sources of data to be used; (4) how to develop an evaluation matrix; and (5) how to collect, analyze and interpret the data. Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease. Following a preface, the book is divided into two parts: (1) Setting the Scene; and (2) Theory.
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Guides - Non-Classroom; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A