A Comparison of Evaluation Practices Based on e-Learning and Mobile Learning Delivery Rates
James Marshall, San Diego State University, United States
International Journal on E-Learning Volume 17, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. This study sought to quantify evaluation practices in organizations and investigate how the use of technology-delivered instruction compared to more frequent, or robust, evaluation practices. Findings indicate that reaction evaluation remains the most frequently occurring evaluation practice. Increased amounts of evaluation for purposes of measuring learning, application and return on investment were recorded, relative to earlier studies. Results suggest that more robust evaluation is occurring in organizations that employ greater amounts of technology-delivered instruction—especially mobile learning, relative to organizations with lower levels of the same. This study has implications for e-learning and mobile learning designers and their pursuit of metrics to inform their efforts and establish the worth of their practice.
Marshall, J. (2018). A Comparison of Evaluation Practices Based on e-Learning and Mobile Learning Delivery Rates. International Journal on E-Learning, 17(1), 17-38. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from https://www.learntechlib.org/primary/p/174187/.
© 2018 Association for the Advancement of Computing in Education (AACE)