Evaluation eConcordia: A Holistic Model
Wynnpaul Varela, Jihan Rabah, Anik de St-Hilaire, eConcordia KnowledgeOne Inc., Concordia University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Elearning does not automatically make for better learning. Nor does it necessarily guarantee superior achievement outcomes. Indeed, many scholars have observed that a considerable amount of online learning in higher education has had but a mediocre impact on learner achievement. Part of the problem may be the focus on technological tools and the tendency to append these to existing classroom routines. Another factor may be the lack of depth and breadth of evaluation procedures and the value attached to such efforts. The following paper presents a holistic, iterative approach to evaluation that leverages the experience and insights of a broad range of stakeholders. Our recommended holistic evaluation model not only boosts learning efficiency and effectiveness. It also serves to align the learning experiences of both students and teachers and bolsters the administration and technical capabilities of our elearning tools.
Varela, W., Rabah, J. & de St-Hilaire, A. (2018). Evaluation eConcordia: A Holistic Model. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 480-484). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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