Toward a Comprehensive Model of E-Learning Evaluation: The Components

Toward a Comprehensive Model of E-Learning Evaluation: The Components

Curtis J. Bonk (Indiana University, USA), Robert A. Wisher (U.S. Department of Defense, USA) and Matthew V. Champagne (IOTA Solutions, USA)
DOI: 10.4018/978-1-59904-935-9.ch081
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Whether one is at conferences, responding to e-mail, or chatting with colleagues, the topic of e-learning is bound to prompt a discussion related to assessment and evaluation. But there are many aspects of e-learning evaluation. Naturally, most are interested in comparisons between online and traditional instruction. Others want to know about the effectiveness of the instructors or the instructional designers in designing interactive and engaging courses. Of course, given the newness of this area, some ask for information about what the training actually provided them. Still others might inquire about what makes some courses and programs highly popular while others are seemingly hidden from view. Those focused on pedagogy might analyze the course tasks and syllabi, while those with technological interests might favor an exploration of the courseware tools and services. Finally, administrators and managers of e-learning might request evaluations of e-learning policies, partnerships, return on investment, and strategic planning. When asked to evaluate e-learning, therefore, the focus of that evaluation must be clearly specified and detailed.

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