New models and tools for the evaluation of e-learning

Why do we need new models and tools for the evaluation of e-learning?

The development of e-learning products and the provision of e-learning opportunities is one of the most rapidly expanding areas of education and training. Whether this is through an intranet, the internet, multimedia, interactive TV or computer based training, the growth of e-learning is accelerating. However, what is known about these innovative approaches to training has been limited by the shortage of scientifically credible evaluation. Is e-learning effective? In what contexts?  For what groups of learners? How do different learners respond? Are there marked differences between different ICT platforms? Does the socio-cultural environment make a difference? Considering the costs of implementing ICT based training, is there a positive return on investment? What are the perceptions of VET professionals? What problems has it created for them?

E-learning is also one of the areas that attracts the most research and development funding. If this investment is to be maximised, it is imperative that we generate robust models for the evaluation of e-learning and tools which are flexible in use but consistent in results

“Although recent attention has increased e-learning evaluation, the current research base for evaluating e-learning is inadequateÉDue to the initial cost of implementing e-learning programs, it is important to conduct evaluation studies.” (American Society for Training and Development 2001).

The Capitalisation report on the Leonardo da Vinci 1 programme, one of the biggest sponsors of innovative e-learning projects in European VET, also identified the lack of systematic evaluation as being the major weakness in e-learning projects.

However, whilst some have been desperately seeking answers to the question `What works and what doesn’t work?’ and looking for ways of improving the quality of e-learning, the response by a large sector of the community of e-learning developers and practitioners has been a growing preoccupation with software and platforms.  There has been only limited attention to pedagogy and learning. The development of models and tools for the evaluation of e-learning can help in improving the quality of e-learning and in informing and shaping future development in policy and practice.

E-val 3 is a two year Leonardo da Vinci funded project which ended in February 2005. The full project name is 'Models and Instruments for the evaluation of e-learning and ICT supported learning'. The project was co-ordinated by Pontydysgu, Wales and the partners are the the University of Utrecht, Netherlands; Interactive Studio, Sweden; CRED, Wales; the University of Tampere, Finland; the Institut für Zukunftsforschung, Austria.

These web pages provide access to the results of the project.