E-learning Curve Blog at Edublogs

Dick and Carey recommend 3 categories of of formative evaluations to support this process: one-to-one evaluation, small-group evaluation, and field evaluation

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During this series of posts on evaluating non-formal learning programs, I have mentioned carrying out an e-learning readiness survey without characterizing or discussing how to implement such a research instrument.
This was deliberate; in my view e-learning readiness surveys represent an alpha and an omega of evaluation: on one level they are the starting point for [...]

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During this series of posts on evaluating non-formal learning programs, I have mentioned carrying out an e-learning readiness survey without characterizing or discussing how to implement such a research instrument.
This was deliberate; in my view e-learning readiness surveys represent an alpha and an omega of evaluation: on one level they are the starting point for [...]

[Read more]

To support the qualitative data captured using the retrospective pre-test method, I recommend that you gather significant amount of quantitative data associated with the learning initiative or program you’re evaluating.
This can seem daunting and difficult to achieve, but there are a range of accessible sources of quantitative data that every learning professional can use.
Now read [...]

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To support the qualitative data captured using the retrospective pre-test method, I recommend that you gather significant amount of quantitative data associated with the learning initiative or program you’re evaluating.
This can seem daunting and difficult to achieve, but there are a range of accessible sources of quantitative data that every learning professional can use.
Now read [...]

[Read more]

In my last posting on this topic, we discussed Kirkpatrick’s guidelines for evaluating training programs (see Table 1).
Table

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In my last posting on this topic, we discussed Kirkpatrick’s guidelines for evaluating training programs (see Table 1).
Table 1 Guidelines for evaluating learning

Guidelines for evaluating learning

Use a control group if practical

Evaluate knowledge skills and/or attitudes both before and [...]

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An advantage of the retrospective pre-test model is that it can assist in addressing some of the gaps exposed by the lack of range-of-transfer of learning metrics provided by a Level 2 analysis of learners: in effect – to borrow a phrase from Jens Bjornavold – “make learning visible” (2004, p.64). This is essential, because [...]

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An advantage of the retrospective pre-test model is that it can assist in addressing some of the gaps exposed by the lack of range-of-transfer of learning metrics provided by a Level 2 analysis of learners: in effect – to borrow a phrase from Jens Bjornavold – “make learning visible” (2004, p.64). This is essential, because [...]

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When choosing to integrate the retrospective pre-test design method into your learning program evaluation and measurement methodology, the selection must take place in the after very carefully evaluating arguments both for and against its utility. The method has many advantages for the practitioner-researcher (see Table 1) but one must be cognisant of the threats to [...]

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