Description How can novice e-learning researchers and postgraduate learners develop rigorous plans to study the effectiveness of technology-enhanced learning environments? How can practitioners gather and portray evidence of the impact of e-learning? How can the average educator who teaches online, without experience in Evaluating emerging technologies, build on what is successful and modify what is not? By unpacking the e-learning lifecycle and focusing on learning, not technology, Evaluating e-Learning attempts to resolve some of the complexity inherent in Evaluating the effectiveness of e-learning.
He has a background in psychology and has spent the past 15 years conducting and overseeing Research and developmen.
His current work involves leading the university\'s strategy in technology-enhanced learning and teaching, supporting staff in the use of learning technologies, and undertaking Research in the area of e-Learning.
Gregor Kennedy is Director of e-Learning and Associate Professor of Educational Technology in the Centre for the Study of Higher Education at The University of Melbourne.
Carmel Mc Naught is the Director and Chair Professor in the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong.
About the Author Rob Phillips is Associate Professor in the Educational Development Centre at Murdoch University, Australia.
Readers will find this jargon-free guide is a must-have resource that provides the proper tools for Evaluating e-learning practices with ease.
It adapts and builds on familiar Research methodology to offer a robust and accessible approach that can ensure effective evaluation of a wide range of innovative initiatives, including those covered in other books in the Connecting with e-Learning series.
The book presents practical advice in the form of an evaluation framework and a scaffolded approach to an e-learning Research study, using divide-and-conquer techniques to reduce complexity in both design and delivery.
Description How can novice e-learning researchers and postgraduate learners develop rigorous plans to study the effectiveness of technology-enhanced learning environments? How can practitioners gather and portray evidence of the impact of e-learning? How can the average educator who teaches online, without experience in Evaluating emerging technologies, build on what is successful and modify what is not? By unpacking the e-learning lifecycle and focusing on learning, not technology, Evaluating e-Learning attempts to resolve some of the complexity inherent in Evaluating the effectiveness of e-learning
