Better Evaluation Designs and Evaluative Research Questions for Educational Technologies

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Coe, M. (2006). Better Evaluation Designs and Evaluative Research Questions for Educational Technologies. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1910-1911). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23993.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Author

Michael Coe, NWREL, United States

Abstract

This is an updated work-in-progress report concerning an NSF-funded multi-year research and development project on improved models of evaluation and research for educational technologies. The premise is that the evaluation of educational technology applications in education is hampered by oversimplified, underspecified models of both the project designs and the project evaluations. Important aspects of the project designs are often left out of the evaluation designs, and often the relationships between project components are misrepresented in the evaluation designs. This research grew from a decade of work evaluating educational technology programs in the U.S., using core concepts from program theory and causal modeling. The paper includes the rationale for the study, brief examples of work we have done over the past few years, and preliminary findings from the first set of projects we have reviewed.

Keywords

• Evaluation
• Educational Technology

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