Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
Evaluating ELearning: A Front-End, Process and Post Hoc Approach
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By: Temba C. Bassoppo-Moyo |
Abstract
The proliferation of online courses has become a major concern for some educators when it comes to whether they apply valid and reliable instruments to assess learning outcomes. This presentation explores eLearning from two related perspectives of planning and evaluation. The initial phase explores current and recommended front-end approaches to improving online instruction. The second phase looks at several approaches to online measurement and testing methods that are designed to eliminate administrative and technical problems associated with eLearning.
Description
The proliferation of on-line courses has become a major concern for some educators when it comes to whether they apply valid and reliable instruments to assess learning outcomes. In addition, few publications seem to have dealt with the faculty realm that addresses the front-end fundamental learning principles of instruction that underlie quality online learning. For, example what are the administrative requirements which determine quality of online instruction when compared with traditional instructional approaches? What are the syllabus requirements for online instruction versus traditional classroom approaches?
Overall, there does not seem to be a clear co-ordination or consensus of thought and methodology between what is expected from online courses, and what is generally delivered at the end of a learning period. As a result, course management systems, which are mainly computer-based, vary in type and delivery approach from institution to institution. In the meantime national standards associations have shifted the focus from traditional input resource metrics, to overall dimensions of quality of the educational experience that emphasize the inclusion of hypertext-hypermedia technology in course delivery environments.
Looking at an instructional strategy that has generally been viewed as less than reliable in eliciting valid performance measures, educators are beginning to look at eLearning in a more critical perspective. The issue of online testing and assessment has always presented problems, especially when one considers the absence of face-to-face interactions that are the cornerstones of traditional education.
Generally, in addition to proctored tests and other measurement instruments, face-to-face interactions enable teachers to use informal observation techniques to gauge student response, obtain feedback, and progress toward prescribed goals. This lack of nonverbal cueing, a technique rampant in traditional delivery systems, poses a great challenge to online assessment.
This presentation explores eLearning from two related perspectives one of which is the planning and administration of online courses, and the other the evaluation and assessment of learning outcomes. The initial phase thoroughly explores current and recommended front-end approaches to improving online instruction. The second phase explores several reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. The study looks at maximizing instructor control over assessment conditions and increasing online instruments validity and reliability, while at the same time addressing issues that are administrative in nature.
Proceeding