As E-learning is gaining popularity in higher education, its evaluation becomes more critical than ever, to ensure the achievement of intended learning outcome. The effectiveness of E-learning system evaluation under current practices, however, remains questionable. One reason for such uncertainty is the lack of direct measurement while learning occurs since most evaluation data is collected after the learning process. Thus this chapter proposes an integrated evaluation approach for E-learning systems based on Cognitive Load Theory and grounded in the 4C/ID-model. Both direct and indirect measurements will be deployed in the integrated approach in the context of cognitive load. Furthermore all evaluation data can be translated into practical E-learning design solutions by triangulating with the 4C/ID-model. This chapter also suggests that future evaluation framework on E-learning should include factors from attitudinal and social aspects of learning process.
|Original language||English (US)|
|Title of host publication||Handbook of Research on E-Learning Applications for Career and Technical Education|
|Subtitle of host publication||Technologies for Vocational Training|
|Number of pages||12|
|State||Published - Dec 1 2009|
ASJC Scopus subject areas
- Social Sciences(all)