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Evaluating Computer and Web-Based Instruction

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Evaluating Computer and Web-Based Instruction. There are two different approaches ... humor, game elements, etc.) to keep. the learner engaged? 5. ...

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Evaluating Computer and Web-Based Instruction

There are two different approaches

to the evaluation of computer and

web-based instruction:

1. Assessing the learners

2. Assessing the program

slide2

Assessing the Learner

Kirkpatrick’s Four Levels of

Evaluation:

1. Reaction

  • Participants initial reactions --
  • satisfaction and perception of value
  • Measured with surveys and focus groups

2. Learning

  • Measured by criterion-referenced test --
  • the criteria are course objectives
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3. Transfer

  • The amount of material participants use
  • in everyday work 6 weeks to 6 months
  • from now
  • Measured with tests, observations,
  • surveys and interviews

4. Business Results

  • The financial impact of the course on
  • the bottom line of the organization
  • 6 months to well into the future
  • Can be assessed by tracking business
  • measures, observations, surveys and
  • qualitative measures -- difficult!
slide4

Assessing the Program

1. Instructional Design

  • Are objectives clear? What will
  • learners be able to do after they run
  • the program?
  • Does the content reflect the objectives?
  • Is there a target audience?
  • Instructional approach:

Does it achieve the objectives?

Does it match the target audience ?

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2. Interactivity

  • Are there a variety of interactions
  • available?
  • Does the learner make important,
  • meaningful responses?
  • Does the learner receive feedback?

How often?

If questions are involved, are they relevant

to what was presented?

Is it clear how to respond to questions ?

Is corrective feedback supplied with the

questions?

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3. User Control

  • Are program’s controls easy to find
  • and use?
  • Is it easy to navigate from one screen
  • to another?
  • Can users choose a variety of paths
  • through the program?
  • Is there an exit option available?
  • Is there other aids to navigation such
  • as course maps and instructions?
  • Overall, do learners feel in charge of
  • their learning?
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4. Motivation

  • Does the program get the learner’s
  • attention and maintain it?
  • Does the program inspire confidence
  • or does it make the learner feel lost
  • or frustrated?
  • Does the learner feel challenged?
  • Does the program use a variety of
  • techniques (novelty, questioning,
  • humor, game elements, etc.) to keep
  • the learner engaged?
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5. Aesthetics/Tone

  • Does the program’s physical design
  • “fit” with its instructional purpose?
  • Is the program appealing to both
  • eyes and ears?
  • Does it otherwise meet principles of
  • good design?
  • Does the program avoid being trite,
  • condescending, pedantic and so on?
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6. Choice of Media

  • Does the program effectively employ
  • all the different media it uses?
  • Is the combination of media used
  • appropriately and effectively?
  • Is the gratuitous use of these media
  • avoided?

7. Absence of Flaws

  • Is spelling and grammar correct?
  • Do all controls work?
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