Evaluation Models for E-Learning: Experiences in Teaching Archaeology

Evaluation Models for E-Learning: Experiences in Teaching Archaeology

Cèsar Carreras (Universitat Oberta de Catalunya, Spain)
Copyright: © 2008 |Pages: 15
DOI: 10.4018/978-1-59904-759-1.ch005
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E-learning is still a quite young discipline that undergoes a continuous process of change due to new potentials that technology brings every day. After hardly 10 years of experience, it is difficult to envisage what is the degree of success of such new approaches to learning. Of course, the number of virtual students is increasing day by day because of the flexibility of such new environments that overcome constraints of time and space (Salmon, 2000; Palloff & Pratt, 2003). However, no such effort has been put into evaluating how the process of learning is taking place and comparing e-learning results with traditional distance learning studies, or even presential courses. The present chapter attempts to show some evaluation models for e-learning and how their results may contribute to define future research agenda and new technological implementations. Our experience of coordinating and teaching courses in archaeology and ancient history in the UOC (Open University of Catalonia) may shed some light into such a complex issue.

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