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Quality Assurance in E-Learning: The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses.
This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance.
Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility.
Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility.
This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.
E-learning; quality assurance; evaluation; PDPP model Introduction E-learning has become widely used in conventional education, continuing education, adult education, and corporate training because of its flexibility, richness, resource-sharing, and cost-effectiveness.
With the rapid development of information and communication technology, student attitudes towards e-learning are becoming more positive. The economic benefits of e-learning are also becoming visible. Now with millions of students enrolled across the country every year, it generates a huge profit for the company, and about a year ago it was listed on the New York Stock Exchange Chinaacc, With the rapid development of e-learning, there is also an increasing interest in e-learning research.
Among all the research topics, quality assurance of e-learning has attracted the greatest concern. However, Jung and Latchem found that most institutions apply the same quality criteria for e-learning as for the other modes of delivery. The adoption of a set of quality standards that carry some wider recognition addresses the need for internal processes.
Course quality is assured by a series of evaluations, and e-learning should be no exception. In this paper, the authors propose an e-learning course evaluation model for quality assurance and analyze its concrete application using a cross-institutional purely e-learning course.
Referring to the CIPP evaluation model and characteristics of e-learning courses, the authors propose a system for evaluating e-learning courses that consists of four evaluation activities: Based upon the proposed PDPP model and in line with the components and e-learning characteristics, the e-learning evaluation model consists of 26 items see Figure 1.
Figure 1 shows that the planning evaluation of e-learning courses begins with market demand analysis and feasibility analysis. Market demands refer to needs of target student groups for knowledge and skills in their careers.
If courses are job-related, employer perspectives on the essential needs of their employees also need to be considered.
If a course is to be exported to other countries, it is necessary to analyze their local educational import policies, regulations, and levels of technical support. Then one needs to analyze the target student group, course objectives, financial issues, and quality assurance mechanism.
Analysis of target student groups includes age range, educational background, work experiences, work hours, study time availability, learning motivations, and job requirements. If the exported course is to be jointly launched with local educational institutions, the quality assurance system of the partner institution needs to be analyzed as well.
Development evaluation of e-learning courses involves analyzing every component of course development, including the course blueprint, e-learning platform, course Web site, instructional design, learning resources, assignments and examinations, and tutors.The term “personal injury claim” has become somewhat mainstream, especially in recent times.
You’ve probably seen or heard the adverts on the television, the radio, the Internet and other advertising mediums, asking whether you have been injured in an accident and therefore require the services of a personal injury solicitor/ lawyer, but what exactly is a personal injury claim?
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Susan Payne Carter, assistant professor of economics at the United States Military Academy, joined EdNext editor-in-chief Marty West on the EdNext Podcast to discuss this study.
Review of the Research Literature on the Impact of Multimedia • Multimedia use in classroom setting can fail to meet its potential because of over- This report provides a review of the research literature on the impact and use of online multimedia revision sites.