Towards an Education Evaluation Framework: Synchronous and Asynchronous E-Learning Cases

dc.creator	Elijah I. Omwenga
dc.creator	Anthony Rodrigues
dc.date	2006-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:30:01Z
dc.date.available	2015-07-20T22:30:01Z
dc.identifier	1948-075X
dc.identifier	https://doaj.org/article/ae639de908654c6e87ff9c378e90d448
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22221
dc.description	Information and Communications Technologies (ICTs) are the computing and communications facilities and features that variously support teaching, learning, and a range of activities in education. It has always been assumed that ICTs can bring about positive change not only to the instructional process but also in the learning arena. The issue of flexible learning that is independent of pace and space has often been cited as a hallmark of ICTs in education. However, the application of these ICTs to education in developing countries at both the experimental and developmental levels has often been characterized, in general, by inconsistent, weak, or non existent evaluation methodologies, thereby increasing the risk that the role of ICTs in the improvement of education in developing countries is not sustainable. Factors that influence the process of learning in the e-learning environment were the subject of study in the development and application of an e-learning evaluation model. These factors are interrelated and they influence the process to varying degrees. This model is intended to help content developers, e-learning designers and instructors to evaluate and validate an e-learning innovation. The framework considers two broad issues: technology mediation and system perspective. Within these, we consider generic perspectives: in the case of technology mediation we have structure, process and outcome, while in the case of systems perspective, we have the technical, human and education levels respectively. The evaluation methodology has been used in an e-learning case study in sub-Saharan Africa and it is expected to extend further to facilitate generalization of the model in different educational settings.
dc.language	English
dc.publisher	Kent State University
dc.relation	http://www.rcetj.org/index.php/rcetj/article/view/108/201
dc.relation	https://doaj.org/toc/1948-075X
dc.rights	CC BY-NC-ND
dc.source	Journal of the Research Center for Educational Technology, Vol 2, Iss 1, Pp 46-59 (2006)
dc.subject	synchronous e-learning
dc.subject	asynchronous e-learning
dc.subject	ICT
dc.subject	evaluation
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Towards an Education Evaluation Framework: Synchronous and Asynchronous E-Learning Cases
dc.type	article