Validation of e-learning courses in computer science and humanities: A matter of context

Document Type

Syllabus

Publication Date

12-1-2009

Abstract

In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted at a comprehensive technological university. The first, an archival study, centers on student performance in undergraduate computer science and humanities courses. The second study, a survey given three times within EL classes, investigates the variables of learning style, general expectation, and interaction in student performance. The third study investigates student performance on computer-mediated information literacy. Taken together, these three studies-focusing on archival, process, and performance-based techniques-suggest that a comprehensive assessment model has the potential to yield a depth of knowledge allowing shareholders to make informed decisions on the complexities of asynchronous learning in post-secondary education. © 2009, IGI Global.

Identifier

84900199851 (Scopus)

ISBN

[9781605664101]

Publication Title

E Learning Technologies and Evidence Based Assessment Approaches

External Full Text Location

https://doi.org/10.4018/978-1-60566-410-1.ch009

First Page

151

Last Page

169

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