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

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

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationE-Learning Technologies and Evidence-Based Assessment Approaches
PublisherIGI Global
Pages151-169
Number of pages19
ISBN (Print)9781605664101
DOIs
StatePublished - 2009

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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