Evaluating technology-enhanced learning: A comprehensive framework

被引:74
作者
Cook, David A. [1 ,2 ]
Ellaway, Rachel H. [3 ,4 ]
机构
[1] Mayo Clin, Coll Med, Mayo Clin Online Learning, Rochester, MN 55905 USA
[2] Mayo Clin, Coll Med, Med & Med Educ, Rochester, MN 55905 USA
[3] Northern Ontario Sch Med, Curriculum & Planning, Sudbury, ON, Canada
[4] Northern Ontario Sch Med, Human Sci, Sudbury, ON, Canada
关键词
MEDICAL-EDUCATION; GUIDE;
D O I
10.3109/0142159X.2015.1009024
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background: The absence of a standard, comprehensive approach to evaluating technology-enhanced learning (TEL) limits the utility of individual evaluations, and impedes the integration and synthesis of results across studies. Purpose: To outline a comprehensive framework for approaching TEL evaluation in medical education, and to develop instruments for measuring the perceptions of TEL learners and instructors. Methods and results: Using both theoretical constructs of inquiry in education and a synthesis of existing models and instruments, we outlined a general model for evaluation that links utility, principles, and practices. From this we derived a framework for TEL evaluation that identifies seven data collection activities: needs analysis; documentation of processes, decisions, and final product; usability testing; observation of implementation; assessment of participant experience; assessment of learning outcomes; and evaluation of cost, reusability, and sustainability. We then used existing quality standards and approaches to develop instruments for assessing the experiences of learners and instructors using TEL. Conclusions: No single evaluation is likely to collect all of this information, nor would any single audience likely find all information elements equally useful. However, consistent use of a common evaluation framework across different courses and institutions would avoid duplication of effort and allow cross-course comparisons.
引用
收藏
页码:961 / 970
页数:10
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