0104 Evaluation in Distance Education
0104 Evaluation in Distance Education
Format: Print-based core module with CD-ROM audio and video supplements
Author: Christine Olgren and Charles Feasley
CEUs: 3.0
Two key purposes of evaluation are to determine educational outcomes and improve current practices. Evaluation, therefore, plays a critical role in distance education.
Evaluation is used to assess student performance, determine program effectiveness, monitor quality, improve teaching strategies, increase satisfaction with technology, and to make other decisions related to outcomes or improvements. Useful evaluations, however, don't just happen. They require careful planning and an understanding of how to use appropriate evaluation methods.
Learn . . .
- basic concepts, principles, and methods of evaluation.
- how evaluation is used in distance education.
- common evaluation models.
- how to plan and carry out evaluations.
- when to use formative and summative evaluations.
- methods of assessing learner performance.
- methods of assessing program quality and effectiveness.
- strategies for defining evaluation questions.
- strategies for gathering and analyzing data.
- how to prepare useful evaluation reports.
- when not to evaluate.
Content Overview
This module examines the role of evaluation in assessing and improving educational performance, effectiveness, and quality. Through step-by-step guidelines and illustrations, you learn how to plan and carry out evaluations in distance education settings.
The module begins by discussing important evaluation concepts and principles. It then examines common evaluation models and compares scientific and naturalistic approaches. The module next focuses on evaluation planning, describing the steps involved in designing useful evaluations. Included are procedures that guide you in making decisions about evaluation design. Finally, the module describes methods for evaluating instructional programs and learner performance. Case studies and examples illustrate how each type of evaluation is carried out in distance education.
Project (Self-Paced Track)
The required project asks you to apply material from the module to outline an evaluation plan. The plan should focus on some aspect of learning, instruction, or organizational practice that you would like to evaluate. The plan is essentially an outline of how you would approach and carry out the evaluation (you do not need to actually conduct the evaluation). You choose the project focus, with guidance available from a course advisor. Units 3 to 5 of the module contain project-related activities to facilitate completion of the project.
About the Authors
Christine Olgren is Co-founder of the Distance Education Certificate Program and served as Director from 1993-2007. As Co-founder, Chris was instrumental in developing curriculum content, administrative policies, marketing, evaluation, advising, and learner support procedures. She also provided leadership in incorporating new technologies and online course designs. Chris has worked in the field of distance education since 1977 and taught online since 1995. She is the author or editor of over thirty books and articles, and she serves on various professional advisory groups. She also serves as an evaluation specialist for research projects on the use of learning objects for instruction. She holds a Ph.D. in adult continuing education from the University of Wisconsin-Madison, with an emphasis in adult learning and cognitive psychology.
Charles Feasley is Director of Independent and Correspondence Study at Oklahoma State University, Stillwater, where he is responsible for administering independent study programs serving distance learners. Chuck has published many articles and research reports on topics such as students, faculty, and funding patterns of distance education units. He is an active member of the National University Continuing Education Association (NUCEA), serving as Chair of the Independent Study Division. He also participates in the International Council on Distance Education and the American Educational Research Association. He holds a Ph.D. in higher education administration from Florida State University.