Validation of e-learning courses in computer science and humanities: A matter of context

Robert S. Friedman; Fadi P. Deek; Norbert Elliot

doi:10.4018/978-1-60566-410-1.ch009

Validation of e-learning courses in computer science and humanities: A matter of context

Robert S. Friedman, Fadi P. Deek, Norbert Elliot

Informatics

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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	English (US)
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	https://doi.org/10.4018/978-1-60566-410-1.ch009
State	Published - 2009

All Science Journal Classification (ASJC) codes

Social Sciences(all)

Access to Document

10.4018/978-1-60566-410-1.ch009

Cite this

@inbook{3faa5360db1640c292c9ba298a134091,

title = "Validation of e-learning courses in computer science and humanities: A matter of context",

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.",

author = "Friedman, {Robert S.} and Deek, {Fadi P.} and Norbert Elliot",

year = "2009",

doi = "10.4018/978-1-60566-410-1.ch009",

language = "English (US)",

isbn = "9781605664101",

pages = "151--169",

booktitle = "E-Learning Technologies and Evidence-Based Assessment Approaches",

publisher = "IGI Global",

}

TY - CHAP

T1 - Validation of e-learning courses in computer science and humanities

T2 - A matter of context

AU - Friedman, Robert S.

AU - Deek, Fadi P.

AU - Elliot, Norbert

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84900199851&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84900199851&partnerID=8YFLogxK

U2 - 10.4018/978-1-60566-410-1.ch009

DO - 10.4018/978-1-60566-410-1.ch009

M3 - Chapter

AN - SCOPUS:84900199851

SN - 9781605664101

SP - 151

EP - 169

BT - E-Learning Technologies and Evidence-Based Assessment Approaches

PB - IGI Global

ER -

Validation of e-learning courses in computer science and humanities: A matter of context

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this