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Emergent Evaluation: an Initial Exploration of a Formative Framework for Evaluating Distance Learning Models

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journal contribution
posted on 21.02.2018, 14:05 by Palitha Edirisingha, Phil Wood
Evaluation of student learning is becoming ever more important in higher education, partly because of increasingly performative structures within universities, and partly as the result of a developing interest in rolling development of curricula and teaching resources. Historically, for both face-to-face provision and distance learning, such evaluation has generally been captured by end-of-module questionnaires. Whilst these evaluative media may capture some reflections of student learning, they are often poorly focused, and rely wholly on summative perspectives which are captured at a point remote to the learning process itself. The current paper reports on an initial investigation centring on developing a formative framework for evaluating distance learning modules. It is distinguished from typical summative questionnaire evaluations by the collection of “live” feedback from students as they undertake a module, allowing for insight and feedforward to develop materials as students undertake the module. This is achieved by using a modified version of an approach called Lesson Study, a collaborative planning and evaluation tool which originated in Japan (Lewis et al., 2009).

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Citation

The European Journal of Open, Distance and E-Learning, 2016, 2016 (2)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

VoR (Version of Record)

Published in

The European Journal of Open

Publisher

EURODL

issn

1027-5207

Acceptance date

01/11/2016

Copyright date

2016

Available date

21/02/2018

Publisher version

http://www.eurodl.org/index.php?p=current&sp=brief&article=722 http://www.eurodl.org/index.php?p=archives&sp=brief&year=2016&halfyear=2

Language

en

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