Evaluation - E-Learning Courses


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This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.

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Evaluation - E-Learning Courses

  1. 1. EvaluationE-Learning Courses<br />Bonnie Nortz<br />EDIT 611<br />February 14, 2009<br />
  2. 2. E-learning Course<br />Carnegie Mellon University’s Open Learning Initiative (OLI) <br />Statistics<br />Stanford University’s iTunes U<br />African-American History<br /><ul><li>Utah State University – Open Courseware
  3. 3. Introduction to writing: Academic prose</li></li></ul><li>Evaluation Criteria<br />Nature of content/subject matter<br />Mode of delivery<br />Assessment and feedback<br />
  4. 4. Carnegie Melon University Open Learning Initiative (OLI)<br />Content given in different formats. <br /> Relevant, easy to read visuals.<br /> Content is organized logically.<br /> Navigation bar is easy to use.<br />
  5. 5. OLI Continued…<br /> Allows learners to email pages/links. <br /> Assessment is build into the lesson. <br />Interactivity ensures understanding of concepts.<br />
  6. 6. OLI Screen Shots<br />Sample of visuals display<br />Outline of course content<br />
  7. 7. Critique<br />Limited communication: students and student/instructor.<br /> Disadvantage for student-to-student interaction. <br />OLI: excellent computer assessment interaction. <br />
  8. 8. Stanford University iTunes U<br />Online lecture series on iTunes U.<br />The benefit is portability.<br />For the passive learner. <br />No means of assessment for knowledge. <br /> Students can listen over again. <br />
  9. 9. Critique<br />The nature of the subject material. <br />
  10. 10. Utah State UniversityOpenCourseWare<br />Offers online writing courses.<br />Organized in a 16-week schedule. <br />Downloaded and used by the public. <br />Rubrics, weekly assignments and readings. <br />Resources provided on a side.<br />
  11. 11. USU OpenCourseWareScreen Shot<br />Week by week assignments only.<br />
  12. 12. Critique<br />Passive course, no interaction. <br />The website acts as their blackboard. <br />Nature of subject may requireinteraction.<br />No assessment for this course. <br />
  13. 13. Conclusion<br />Clear advantages and disadvantages.<br />Lack of communication: students and student/instructor.<br /> Disadvantage for student-to-student interaction. <br />OLI: simulated computer interaction. <br />
  14. 14. Conclusion continued…<br />iTunes: Format dictated by subject.<br />USU: benefit from interaction.<br />Cannot fit a one-size-fits-all category. <br />All inclusive: students, faculty, school, subject, and technology.<br />
  15. 15. References<br />Simonson, M., Smaldino, S., Albright, M., and Zvacek, S. (2008). Teaching and learning at aDistance: Foundations of distance education, 4th edition, New York: Pearson Education, Inc.<br />Fulford, C. P., & Zhang, S. (1995). Interactivity in distance education television: A constructed reality. Distance Education Symposium 3. The Pennsylvania State University. <br />