A Three-Layered Cyclic Model of E-Learning Development and Evaluation

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Lam, P. & McNaught, C. (2008). A Three-Layered Cyclic Model of E-Learning Development and Evaluation. Journal of Interactive Learning Research, 19(2), 313-329. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24330.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 19, Issue 2, April 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Paul Lam, Carmel McNaught, The Chinese University of Hong Kong, Hong Kong

Abstract

Evaluation is often depicted as being in a cyclic relationship, together with the planning, development, and implementation aspects of e-learning in higher education. This article supports this view and elaborates the multiple roles evaluation can have. We present a three-layered cyclic model developed during an e-learning support project: e3Learning (e3L). Formative evaluation can refine e-learning planning and development before implementation; however, the emphasis of this article is on the contributions of summative evaluation. Experiences during the e3L project reveal two key roles of evaluation from summative data: (a) Evaluation assists teachers in improving their e-learning strategies in further rounds of planning and development; and (b) evaluation can also provide evidence through meta-analyses across projects, which can feed into overall e-learning planning, development and evaluation strategies.

Keywords

• Evaluation
• Faculty
• Teachers
• eLearning
• Instructional Design
• Learning Outcomes
• Professional Development

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