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ERIC Number: ED550341
Record Type: Non-Journal
Publication Date: 2010
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8992-1
ISSN: N/A
Improving E-Learning at a Community College through Program Evaluation
Clements, Frank T., Jr.
ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University
This applied dissertation was designed to ascertain information about the quality of the e-learning program at a local community college as measured against a set of best practices established by the Commission on Institutions for Higher Education (CIHE). The problem was that, although the subject college's administrators mandated that the college increase its online course offerings, not all instructors were prepared to teach in an e-learning environment, potentially jeopardizing the high quality of the college's traditionally delivered courses. Although evolving technologies designed to assist instructors in course delivery in an e-learning environment are becoming readily available, many instructors might not have known how to exploit these new technologies and to use the information in order to fortify their teaching skills and enrich their courses, a combination for achieving course quality. Compounding this problem was that no formal evaluation of the college' s e-learning program had been conducted. Such an evaluation would help determine whether the e-learning program supported the college's stated mission for quality education. The researcher chose Stufflebeam's context, input, process, and product (CIPP) model for this program evaluation. This program-evaluation model includes the use of formative and summative evaluation methods that help identify quality issues and provide input to stakeholders about the e-learning program. The CIPP model focused on the extent to which the e-learning program is meeting the prescribed set of best practices established by the CIHE. One central research question is subdivided into five sub-questions relating to institutional support, course development, teaching and learning, faculty support, and evaluation and assessment benchmarks. The population that was involved in this program evaluation included both students and faculty. The students have taken one or more e-learning education course. The faculty members have taught one or more e-learning courses. The inclusion of students and faculty provided a better evaluation of the benchmarks for both teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A