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Learning level
At this level, attention is focused on what is to be achieved by the product of a project and in the context of e-learning projects the products are usually specific learning processes or learning outcomes. These can be studied during the pilot phase in the context of a formative evaluation .
formative evaluation
“A type of process evaluation of new programs or services that focuses on collecting data on program operations so that needed changes or modifications can be made to the program in the early stages. This type of (=>) evaluation is carried out while a (=>) project or (=>) program is implemented in order to provide timely, continuous feedback as work progresses”. (From: Nonprofit Good Practice Guide, Formative Evaluation)
They can be also studied during the implementation phase in the context of a summative evaluation .
summative evaluation
Summative evaluation allows the [subsequent] control of quality, effects and usefulness of an educational course. The question of interest is whether an educational course or individual components of the course can meet certain expectations in practice (translated from Tergan, 2000).
The following questions might be asked at this level:
Are the learning processes as intended?
The following processes occur as part oftechnology-based learning:
- Interaction with the contents (Which cognitive processes occur when dealing with the material?)
- Interaction with the technology (Which processes occur when using a technical system?)
- Interaction with other people (Which communicative processes occur when learning in groups?)
Do the students achieve the desired learning goals?
On the one hand, the learning goals can relate to actual course content (knowledge and understanding, attitudes and skills). On the other hand, development of non-scientific skills (such as ability to study alone, media skills) can also be a goal for a course.
Does the learning technology have added value relative to other teaching media?
This question focuses on effects of a certain technology on learning success, and these effects should often be evaluated in relation to other (“conventional”) technologies.
