Military Design Insights for Online Education Program Evaluation: A Revised Theoretical Construct

Autor/in	Culkin, David T.
Titel	Military Design Insights for Online Education Program Evaluation: A Revised Theoretical Construct
Quelle	In: American Journal of Distance Education, 31 (2017) 4, S.258-274 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
Schlagwörter	Online Courses; Program Evaluation; Adult Education; Distance Education; Literature Reviews; Instructional Design; Adoption (Ideas); Design Requirements; Interdisciplinary Approach; Educational Practices + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Programme evaluation; Programmevaluation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ideas; Ideenfindung; Design preferences; Gestaltungsmittel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungspraxis
Abstract	This theoretical development article examines how design methodology currently applied in United States military doctrine can offer insights into the increasingly complex arena of program evaluations of online modes for adult distance education. The article presents key themes that emerge from a multidisciplinary literature review. These themes consist of the value of iterative dialogue, the benefits of design methodology, and the importance of accountability in situated program evaluation. The themes integrate the fundamental concepts framed by the Pillars of Quality Online Education. The themes also suggest a synthesis of current program evaluation models that can effectively address the unique needs of online programs for adult learners. The revised model combines the flexibility of the interactive models, the conceptual planning of design methodology, and the rigor of the frameworks situated in the theoretical context of distance education. These revisions can enhance the value of iterative dialogue; the potential contributions of design to current models; and the benefits of transparent, continuous program evaluation in situated contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01