[LEARNING IN THE DIGITAL AGE] • [TECHNOLOGIES] • [TEACHING & LEARNING] • [DESIGNING THE EXPERIENCE] • [KEYS TO SUCCESS] • [FROM DESIGN TO EXPERIENCE] • [CONTACT] • [ICS HOME SITE]

A formative evaluation plan should be developed with the purpose of looking for ways to change and improve the effectiveness of the videoconference. Evaluation should be planned in the early stages of the instructional design process. Videoconferencing, being a more recently developed technology, requires some difference approaches to evaluation. Realizing that a "Checklist" cannot cover all of the information necessary to develop an evaluation plan, this checklist will provide only the major categories that should be included in a videoconference evaluation plan.

 

Instructional Design and Effectiveness:

_____ Overall system impact

_____ Course design

_____ Learning achievement

_____ Instructor effectiveness

 

Attitudes:

_____ Satisfaction of students with videoconference instruction.

_____ Satisfaction of Instructors with videoconference instruction

_____ Concerns of Managers or Administrators (at originating site and distant sites).

 

Implementation:

_____ Quality of the Technical and Logistical Aspects of the videoconference.

_____ Video quality

_____ Audio quality

_____ Interactivity among students and Instructor during sessions.

_____ Delivery of other materials, such as syllabi, handouts, and other materials as relevant.

_____ Availability of other resources, such as books and/or computer access, as necessary.

 

(For more complete information on the evaluation of Video Conferencing see: COMPRESSED VIDEO: OPERATIONS AND APPLICATIONS by Hakes, Barbara, Sachs, Steven; Box, Cecelia; and John Cochenour (editors). Association for Educational Communications and Technology, 1993.)

Go to the PDF version of this page (Requires Adobe Reader)

Download Adobe Reader