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)

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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.",

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