An integrated evaluation approach for e-learning systems in career and technical education

Wenhao David Huang, Steven R. Aragon

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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 languageEnglish (US)
Title of host publicationHandbook of Research on E-Learning Applications for Career and Technical Education
Subtitle of host publicationTechnologies for Vocational Training
PublisherIGI Global
Pages396-407
Number of pages12
ISBN (Print)9781605667393
DOIs
StatePublished - Dec 1 2009

ASJC Scopus subject areas

  • Social Sciences(all)

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    Huang, W. D., & Aragon, S. R. (2009). An integrated evaluation approach for e-learning systems in career and technical education. In Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training (pp. 396-407). IGI Global. https://doi.org/10.4018/978-1-60566-739-3.ch031