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|
|Number of pages||19|
|State||Published - 2009|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)