A Balanced Scorecard-Based Model for Evaluating E-Learning and Conventional Pedagogical Activities in Nursing

Autor/inn/en	Hovelja, Tomaž; Vavpotic, Damjan; Žvanut, Boštjan
Titel	A Balanced Scorecard-Based Model for Evaluating E-Learning and Conventional Pedagogical Activities in Nursing
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 8, S.1254-1268 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1075957
Schlagwörter	Foreign Countries; Nursing Education; Electronic Learning; Student Evaluation; Scores; Evaluation Methods; Case Studies; Focus Groups; Interviews; Observation; Surveys; Likert Scales; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Cost Effectiveness; Curriculum Evaluation; Instructional Improvement; Models; Italy; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Pflegepädagogik; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Survey; Umfrage; Befragung; Likert-Skala; Schülerverhalten; Lehrerverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Unterrichtsqualität; Analogiemodell; Italien; Slowenien
Abstract	The evaluation of e-learning and conventional pedagogical activities in nursing programmes has focused either on a single pedagogical activity or the entire curriculum, and only on students' or teachers' perspective. The goal of this study was to design and test a novel approach for evaluation of e-learning and conventional pedagogical activities that considers students', teachers' and managers' perspectives. A case study of the proposed approach was performed at a publicly funded nursing faculty with Slovenian and Italian students from 2009 to 2012. The case study was combined with focus group discussions, interviews, direct observation and survey. The proposed approach allows management to compare the value of different pedagogical activities through the students', teachers' and managers' perspectives. The approach proved useful in the evaluation of pedagogical activities and provided valid arguments for long-term pedagogical process improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01