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.
Original language | American English |
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Title of host publication | E-Learning Technologies and Evidence-Based Assessment Approaches |
Publisher | IGI Global |
Pages | 151-169 |
Number of pages | 19 |
ISBN (Print) | 9781605664101 |
DOIs | |
State | Published - 2009 |
ASJC Scopus subject areas
- General Social Sciences