Evaluating Distance Education Programs Using Best Practices

Evaluating Distance Education Programs Using Best Practices

Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA), Larry M. Dooley (Texas A&M University, USA) and Kathleen Kelsey (Oklahoma State University, USA)
DOI: 10.4018/978-1-59140-485-9.ch013
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In the previous chapter, we explored a variety of administrative issues relevant to distance education. One important component is to determine if the program being offered at a distance is successful. Systematic evaluation allows the program planners and administrators to make this determination. The process of determining the merit, worth, or value of something, or the product of that process is evaluation. Terms used to refer to this process include “appraise,” “analyze,” “assess,” “critique,” “examine,” “grade,” “inspect,” “judge,” “rate,” “rank,” “review,” “study,” and “test” (Scriven, 1991, p. 139). What are indicators of quality or best practice? What tools or strategies can you use for program evaluation?

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