Evaluation in Distance Education and E-Learning: The Unfolding Model

_x000D_ _x000D_ _x000D_ l. Why Do We Need a New Approach to Evaluation in Distance Education and E-Learning? _x000D_ Distance Education versus E-Learning _x000D_ The Rapid Expansion of Distance Education and E-Learning _x000D_ What Is Evaluation? _x000D_ Why Do We Need a Professional Approach to Evaluation? _x000D_ What Does a Professional Approach to Evaluation Look Like? _x000D_ Responding to the Call for a Professional Evaluation Approach: The Unfolding Model _x000D_ Conclusions: Our Approach to Evaluation _x000D_ 2. The Theory and Practice of Program Evaluation _x000D_ Why Are Program Evaluation Models Important? _x000D_ Classification Frameworks for Program Evaluation Models _x000D_ Alkin and Christie’s Evaluation Tree: The Roots and Branches _x000D_ Where Do We Diverge from Alkin and Christie? _x000D_ Conclusions _x000D_ 3. Evaluation Theory and Practice in Distance Education and E-Learning _x000D_ Evaluation Theory _x000D_ Models with Scientific Evidence in the Foreground _x000D_ Models Based on Evidence, Values, and Consequences _x000D_ Models Based on Messick’s (1989) Framework _x000D_ A Summary of Evaluation Models in Distance Education _x000D_ Evaluation Studies _x000D_ Evaluation Practice _x000D_ Do Unintended Consequences Emerge in Authentic Evaluation Studies? _x000D_ Conclusions _x000D_ 4. Messick’s Framework: What Do Evaluators Need to Know? _x000D_ The Overlap between Test Validity and Program Evaluation _x000D_ Messick’s Contributions _x000D_ Messick’s Framework _x000D_ The Overlap among the Four Facets _x000D_ The Controversy over Unintended Consequences _x000D_ Implications for Evaluation _x000D_ Conclusions _x000D_ 5. Getting Started _x000D_ Planning the Evaluation Study _x000D_ The Ethics Review Process _x000D_ The Political Context of Evaluation _x000D_ Using the Unfolding Model as a Road Map _x000D_ Mixed Methods: Blending Quantitative and Qualitative Data _x000D_ What Is Essential to Our Approach? _x000D_ Tailoring the Unfolding Model to Your Needs _x000D_ Conclusions _x000D_ 6. The Unfolding Model: Scientific Evidence _x000D_ Definition of Scientific Evidence _x000D_ Scientific Evidence _x000D_ How to Write Good Survey Questions _x000D_ Using the Unfolding Model to Write Survey and Interview Questions _x000D_ Administering Surveys _x000D_ Analyzing Survey Data _x000D_ Qualitative Data: Interviews, Focus Groups, and Online Ethnographies _x000D_ Qualitative Data Analysis _x000D_ Outcomes _x000D_ The Evaluation of Environmental Quality _x000D_ Relevance _x000D_ CostBenefit Analysis _x000D_ Bringing It All Together: Mixed Methods _x000D_ Conclusions _x000D_ 7. The Unfolding Model: Values and Consequences _x000D_ Underlying Values _x000D_ How to Identify the Values Underlying Your Course _x000D_ Course Goals and Objectives _x000D_ Writing Survey/Interview Questions about Underlying Values _x000D_ Analyzing Data on Underlying Values _x000D_ Unintended Consequences _x000D_ How Can You Identify Unintended Consequences? _x000D_ Writing Survey/Interview Questions about Unintended Consequences _x000D_ Analyzing Data on Unintended Consequences _x000D_ How to Enhance the Validity of Your Findings _x000D_ Recommendations for Course Improvement _x000D_ Writing the Evaluation Report _x000D_ Conclusions _x000D_ 8. Findings from Two Authentic Case Studies _x000D_ Methods and Procedures for Both Studies _x000D_ Distance Learning: Computing Science 200 (CPSC 200) _x000D_ E-Learning: Professional Writing 110 (PWRIT 110) _x000D_ Conclusions _x000D_ 9. Bringing It All Together _x000D_ Using Messick’s Framework to Evaluate Distance and E-Learning Courses _x000D_ Using the Unfolding Model to Evaluate Your Courses _x000D_ Conducting Your Evaluation Study _x000D_ What Have We Learned from Two Case Studies? _x000D_ E-Learning and Beyond: Is the Unfolding Model the Last Word? _x000D_ The Future of Distance Education and E-Learning _x000D_