
A Comprehensive Formative Evaluation of an Online Master’s Program
PROCEEDINGS
Gary Tucker, Laura Sujo de Montes, Elizabeth Willis, Michael Blocher, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper discusses the importance of conducting formative evaluations. The Master's of Education in Educational Technology at Northern Arizona University is a young online program in its second year of implementation. Because online degree programs are new to the educational arena, little is known about the best pedagogy, workload for both faculty and students, and effectiveness of the program. This formative evaluation will collect information from stakeholders to the program. Data sources are online surveys, synchronous and asynchronous interviews, and anecdotal data. Preliminary results are discussed.
Citation
Tucker, G., Montes, L.S.d., Willis, E. & Blocher, M. (2002). A Comprehensive Formative Evaluation of an Online Master’s Program. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 910-912). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 3, 2021 from https://www.learntechlib.org/primary/p/10637/.
Keywords
References
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ePortfolio System for Student Learning and Program Evaluation
Michael Blocher & Laura Sujo de Montes, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 17–21
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