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Autor/inMarshall, James
TitelA Comparison of Evaluation Practices Based on E-Learning and Mobile Learning Delivery Rates
QuelleIn: International Journal on E-Learning, 17 (2018) 1, S.17-38 (22 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1537-2456
SchlagwörterEvaluation Methods; Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Measurement Techniques; Program Effectiveness; Responses; Training; Barriers; Program Evaluation; Surveys; Organizations (Groups); Corporations; Public Agencies; Private Agencies; Schools; Statistical Analysis
AbstractLearning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. However, evaluation efforts are often limited to measuring participant reaction. This study sought to quantify evaluation practices in organizations and investigate how the use of technology-delivered instruction compared to more frequent, or robust, evaluation practices. Findings indicate that reaction evaluation remains the most frequently occurring evaluation practice. Increased amounts of evaluation for purposes of measuring learning, application and return on investment were recorded, relative to earlier studies. Results suggest that more robust evaluation is occurring in organizations that employ greater amounts of technology-delivered instruction--especially mobile learning, relative to organizations with lower levels of the same. This study has implications for e-learning and mobile learning designers, as they pursue the use of metrics to inform their efforts and establish the worth of their practice. (As Provided).
AnmerkungenAssociation for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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