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Proactive evaluation : new perspectives for ensuring quality in online learning applications

Sims, Rod, Dobbs, Graeme and Hand, Tim 2001, Proactive evaluation : new perspectives for ensuring quality in online learning applications, in ASCILITE 2001 : Meeting at the Crossroads : Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Biomedical Multimedia Unit, The University of Melbourne, Melbourne, Vic., pp. 509-517.

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Title Proactive evaluation : new perspectives for ensuring quality in online learning applications
Author(s) Sims, Rod
Dobbs, Graeme
Hand, Tim
Conference name Conference of the Australasian Society for Computers in Learning in Tertiary Education (18th : 2001 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 9-12 Dec. 2001
Title of proceedings ASCILITE 2001 : Meeting at the Crossroads : Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
Editor(s) Kennedy, Gregory
Keppell, Mike
McNaught, Carmel
Petrovic, Tom
Publication date 2001
Start page 509
End page 517
Publisher Biomedical Multimedia Unit, The University of Melbourne
Place of publication Melbourne, Vic.
Keyword(s) evaluation
online learning
educational design
quality assurance
Summary A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which the learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation is often conceptualised as occurring at the end of the development process, to assess first (formatively) whether or not the creative effort has achieved the original product goals and second (summatively) whether or not the desired learning outcomes were achieved. However, in the context of imperatives to implement online learning paradigms, the level of understanding teachers and developers have of the medium can impact the effectiveness of the product. This paper presents an additional perspective to the post-development, reactive evaluation processes in proposing the concept of proactive evaluation, a framework that identifies critical online learning factors and influences to better inform the development of learning resources. In essence, the proposal advocates an approach where development is undertaken within an environment where all activities are assessed using the evaluation criteria that would be applied when the product is assessed reactively. By performing these checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved.
ISBN 0734021577
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2001, University of Melbourne
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004600

Document type: Conference Paper
Collection: Learning Services
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