Part A--FROM INTERNATIONAL JOURNALS

ARTICLES ON EVALUATION

Eight studies reported the results of evaluations on Internet-based education. Some studies developed evaluation instruments using various categories, such as learning, appeal, and satisfaction. The reliability and the validity of the instruments were not confirmed in most studies. Instructors', as well as students', perceptions towards the Internet-based education were sought.

Andrusyszyn, M.A., van Soeren, M. Laschinger, H.S. Goldenberg, D., & DiCenso, A. (1999). Evaluation of distance education delivery methods for a primary care nurse practitioner program. Journal of Distance Education, 14(1), 14-33.

The authors evaluate different educational delivery methods used in a nurse practitioner program in Canada. Analyses of questionnaires given to students, professors, and tutors as well as focus group interviews reveal that participants of the program were satisfied with all of the delivery methods used in the program and that they developed new technological skills that, in whole or in part, were perceived as transferable to other teaching, learning, and practice situations. Participants expressed the most satisfaction and comfort with face-to-face delivery, but comfort with other delivery methods increased for all participants as courses progressed. Computer conferencing showed the most dramatic increase is student comfort. It is suggested, as a result of this evaluation study, that the design of a distance education program should address the nature of the student, the instructor, and the content, as well as the fit between content and delivery methods.

 TOP OF PAGE

Annand, D. & Haughey, M. (1997). Instructors orientations towards computer-mediated learning environments. Journal of Distance Education, 12(1/2), 127-152.

Based on an review of the literature covering CMC use in education, the authors explore the experiences and thoughts of six CMC instructors what they did and why they did it by reflecting on their accounts. For this review, the authors employ the naturalistic inquiry methodology. The findings reveal that the experiences of the six CMC instructors were closely related to personally held views of learning or personal learning philosophies and that other variables, such as the recognition of students' learning style, instructors' instructional skills, and the discursive nature of online interaction, also affected some instructors experiences of CMC technology. Suggested future research areas include the influence of educational philosophy on instructional practice in the CMC learning environment, the effects of different levels of experiences with CMC on CMC instruction, and the cost-effectiveness of online interaction.

 TOP OF PAGE

Boshier, R. et al. (1997). Best and worst dressed web courses: strutting into the 21st century in comfort and style. Distance Education, 18(2), 327-348.

In this entry the authors examine the accessibility, opportunities for interaction, and attractiveness of 127 Web-based courses employing a 43-variable coding system. The analyses of the evaluation data reveal interrelationships between the forty-three variables; evoke discussion of important issues pertaining to accessibility, interaction, and attractiveness; and generate questions to be considered by online course developers in developing Web-based courses that are attractive, accessible, and involved in high levels and different kinds of interaction. After examining the courses, the best and the worst are listed based on criteria that are explained as well.

 TOP OF PAGE

Cragg, C.E., Andrusyszyn, M.A., & Humbert, J. (1999). Experience with technology and preferences for distance education delivery methods in a nurse practitioner program. Journal of Distance Education, 14(1), 1-13.

This paper compares the different delivery methods used in a distance education program for nurse practitioners in Canada in terms of the students' preferences, satisfaction, and experiences with various technologies. Print-based materials were the most highly rated method in student preference regardless of the content. They were followed by CD-ROMs and video-conferencing, videotapes, and finally, computer conferencing. The highest overall satisfaction was with print-based learning packages, followed by Internet links, CD-ROM multimedia, videotapes, and computer conferencing. The study finds that student preferences for delivery methods are influenced by several factors, including comfort with technology and technological reliability.

 TOP OF PAGE

Daugherty, M. & Funke, B. (1998). University faculty and student perceptions of web-based instruction. Journal of Distance Education, 13(1), 21-39.

This article is an attempt to investigate the perceptions of university faculty and students regarding these of Web-based instruction (WBI) for their teaching and learning. Using a structured survey method, the authors ask about the advantages, disadvantages, and perceived effectiveness of Web-based instruction as compared with traditional courses. Results show that WBI is perceived to be an extensive source of information, a tool that is easy to access, and an environment for learning technological applications. Interactive features provided by WBI are also indicated to be beneficial. Main barriers identified by faculty include a lack of technical support, a lack of adequate software/equipment, the amount of time required to develop the course, and student resistance. Most of the findings in this paper support the majority of current WBI literature.

 TOP OF PAGE

Del Litke, C. (1998). Virtual schooling at the middle grades: a case study. Journal of Distance Education, 13(2), 33-50.

This case study investigates a virtual program at the junior high school in Canada from the perspective of the constructivist research paradigm. During the two years of the study, the participants' (teachers, students, and parents) experiences, understanding, and perceptions of their participation in the virtual school program were explored and discussed in the paper using both descriptive and analytical methods. One of the study outcomes reveal that whereas the teachers had the perception that the virtual classroom offered a better program for students than traditional home schooling program but that the students in the regular classroom were getting a superior education. The students, however, had a strong belief that they could do more online than they could in the limited traditional classroom, which has inflexible time schedules, less freedom and control over ones day, and greater distractions. The author finishes with suggestions for educators and personal remarks.

 TOP OF PAGE

Magalhaes, M.G.M. & Schiel, D. (1997). A method for evaluation of a course delivered via the World Wide Web in Brazil. American Journal of Distance Education, 11(2), 64- 70.

This short paper reports on the evaluation methods of a Web-based course that was implemented in Brazil and also discusses the results of these evaluations. The methods included both close- and open-ended questionnaires, that asked questions about the use of technology, support system, training, interaction, layout, content, student preferences, strengths, and weaknesses of the course.

 TOP OF PAGE

Strong, R.W. & Harmon, E.G. (1997). Online graduate degrees: a review of three Internet-based Masters degree offerings. American Journal of Distance Education, 11(3), 58-70.

This paper compares three online graduate programs using three categories of questions: questions about the institution that provides the program, questions about the degree program itself and the coursework involved, and questions about the cost of the program. As a conclusion of the article, "A Consumer's guide to Online Degree Programs" is formulated in order to provide a set of questions that help prospective students assess online programs from a practical point of view.