E-learning Curve Blog at Edublogs

As discussed in a previous post, to assist in understanding the “parallel criteria” (1989, p.233) relationship between these test of rigour and the scientific terms for validity, Guba and Lincoln provide the following table (1981, p.104):
Table 1 Relationship between parallel criteria
Aspect
Scientific Term
Naturalistic Term
Truth Value
Internal Validity
Credibility
Applicability
External Validity
Fittingness/transferability
Consistency
Reliability
Dependability/auditability
Neutrality
Objectivity
Confirmability
When considering appropriate research designs to evaluate the effectiveness of [...]

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I consider a case study methodology to be the most effective strategy to use when evaluating non-formal learning because this approach provides the means to develop a rich description of the non-formal learning (NFL) initiative.
This assists in providing a context, and helps define the NFL initiative’s value to the learners and to the organisation. An [...]

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I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure

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I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure 1 the Learning Continuum
and that learning is situated in a larger socio-cultural context – a cognitive web – that provides the knowledge-centric framework within which learners operate (see Figure [...]

[Read more]

I have suggested in a previous blog entry that non-formal learning (NFL) is located on a continuum between so-called informal and formal learning (see Figure 1)
Figure 1 the Learning Continuum
and that learning is situated in a larger socio-cultural context – a cognitive web – that provides the knowledge-centric framework within which learners operate (see Figure [...]

[Read more]