Formative Evaluation of Learner-Centered Web Course Design: A Strategic Analysis PROCEEDINGS
C. James Wong, Southwestern Illinois College, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A poorly planned and developed distance education program will lead to negative learning outcome. For example, when a Texas college began to offer on-line courses taught by instructors without the skills and experience to teach on the Internet, only about 40% of students who enrolled in the on-line courses completed them (Simpson, McCann, & Head, 1999). From the same logic, a poorly designed Web course interface will have a negative impact on the entire distance education program. This paper discusses the roles of instructional design and interface design in the development process of a Web course. Although the principles of both instructional design and interface design emphasize the importance of formative evaluation, formative evaluation (which should be conducted to assess the quality of the Web course instruction and interface) is often overlooked or ignored in this process. Formative evaluation involves (1) collecting a third party content expert's feedback to the instruction and target learners' experiences with the instruction and interface and (2) taking these evaluation results into consideration when revising the Web course. The purpose of conducting such formative evaluation is to further improve the Web course instruction and interface to maximize learner comfort and thus their learning outcome.
Wong, C.J. (2000). Formative Evaluation of Learner-Centered Web Course Design: A Strategic Analysis. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1550-1551). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 AACE