Preparation and compilation of electronic content
A. Anarinejad; P. Saketi; A.A. Safavi
Abstract
This paper suggests a conceptual framework for evaluation of e-learning programs. Through an extensive literature review, nine most critical e-learning evaluation questions are addressed and seven approaches of e-learning evaluation are identified: Case Studies, Comparisons with Traditional Learning, ...
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This paper suggests a conceptual framework for evaluation of e-learning programs. Through an extensive literature review, nine most critical e-learning evaluation questions are addressed and seven approaches of e-learning evaluation are identified: Case Studies, Comparisons with Traditional Learning, Tools & Instruments for Evaluation of E-Learning, Return on Investment, Benchmarking Models, Product Evaluation, and Performance Evaluation. Through a comprehensive review of all models and frameworks of e-learning which were examined and tested by authorities and /or higher education institutions, their general factors based on three criteria: a) frequency of citation, b) frequency of application, and c)availability of information, were inferred from the identified models. As a result, a basic evaluation framework including eight categories of factors (institutional, management, technological, pedagogical, ethical, interface design, resource support and evaluation) based on Khan,s (2001) model were adapted in the inferred framework of e-learning evaluation. The validity of the "inferred model" for Iranian universities was approved by 30 Iranian IT and e-learning experts. The most relevant criteria and indicators of all factors were defined and introduced for further application of framework by Iranian institutions of higher education.
