Hi David
How can you ask this question when there is quite evidently a wealth of
publications demonstrating the 'learning gain' which are widely available.
You only have to go to emerald and access a whole host of articles on-line
which will provide support for these findings. Your note, by the way,
contains a contradiction, partial course delivery usually includes face to
face.
Personally I do not distinguish full-time, part-time or distance in
preparing materials and resources for students. Complete sets of resources,
I provide, are available on-line (or should I say electronically) and they
can be converted to hard-copy if necessary. All of my modules are available
on-line and (as every good ILT member should do) I evaluate the impacts,
effects and site-design provisions for each run of my modules and fine-tune
further developments based upon findings (many of these evaluations are
published or presented at conference).
I am amazed that there are STILL academics/managers (sceptics?) who require
concrete data!
Check out
one undergraduate module site
http://cwis.lijm.ac.uk/bus/busrmccl/ae2030
<http://cwis.lijm.ac.uk/bus/busrmccl/ae2030>
and
one postgraduate module site
http://cwis.livjm.ac.uk/bus/busrmccl/aem303
<http://cwis.livjm.ac.uk/bus/busrmccl/aem303>
both sites have been evaluated several times with hundreds of students and
results published/presented at conference
Regards
Bob McClelland
Reader in Educational Technology
Liverpool JMU
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-----Original Message-----
From: David Anderson [mailto:[log in to unmask]]
Sent: 11 December 2000 11:58
To: [log in to unmask]
Subject: Help needed - effectiveness of learning technology?
Apologies for any cross-posting...
I've been asked for 'concrete' (valid/reliable) data that show tangible
'learning gain' through using on-line learning, multimedia, www for whole or
partial course delivery (as opposed to face to face methods). I have my own
doubts on the validity of the question, but any links to studies that may
shed some light would be gratefully received. Many thanks in anticipation
David N Anderson
Professional Development Advisor
Centre for Staff and Academic Practice Development
Aston University
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