Evaluation Instruments and Models for
Distance Education Materials
Criteria for the Evaluation of Distance
Learning Materials
The purpose of evaluation is to find out
the extent to which the goals or objectives of an educational
activity are being achieved. Reiser and Gagne state that selection
of media is a "burning" question in order to make instruction
optimally effective (1983, p. 3) and they observe that much instruction
is not planned to be optimally effective.
Existing media selection models variously
emphasize physical features or human senses. Clark and Angert
(1981) reviewed media selection models and concluded that they
are preoccupied with technical considerations such as convenience
and portability and are weak on instructional design considerations.
Schramm (1977) points out that no procedure can be applied to
all situations and guidelines should consider local needs, situations
and resources. Bates (1980) states that the primary concern is
how the media interact. A literature review produced the following
concerns.
Instrument Terminology
When the term understanding or appreciation
is used, it should delineate the specific nature by student behaviors.
What values are highlighted? The program
is in keeping with the principles that guide the user institution.
Materials represent artistic, historic and literary qualities.
How are educational objectives selected?
The student is central to the learning experience; evaluation
should be done within the total context of student learning;
educational needs are defined so that they can be met for the
educational system and individual programs; expected changes
in student behavior, attitudes or interest are defined; curricular
objectives are stated; media contributes to specific instruction
goal achievement; the extent to which stated objectives are achieved;
objectives are stated by cognitive, affective and psychomotor
domain; objectives are measurable and can measure success or
failure; lesson objectives give adequate direction for student
study; and whether students can correctly identify educational
objectives.
Characteristics of students should be known
including their initial competence in the topic. Material should
be suitable for learners with an appropriate level of content
complexity and vocabulary which accommodates ability differentials.
Compare the similarity of the campus class
with the electronically mediated class; objectives, course experiences
and content should be equivalent. Supplements or experiences
can be developed or adapted to make the courses similar; the
course should be adaptable to many teaching situations, populations
and methods; and the course should be of interest to students
as a required, elective, or interdisciplinary course. A report,
such as a program producer's field evaluation of student learning,
should be available to provide learner verification data on the
product's effectiveness. The method for evaluation and assessment
which has been validated should be described and the evaluation
should be directly related to the course objectives.
The delivery method should be considered:
loaned tapes are available when needed, facilitate repetition,
search and mastery, analysis, relating and reflection, are easier
to integrate. Broadcast programs are shown perhaps once at a
fixed time, do not facilitate repetition, search, mastery, analysis,
relating or reflection and are more difficult to integrate. The
control characteristics of cassettes should be exploited, of
segment use, clear stopping points, use of activities, indexing,
close integration with other media (text, etc.) and concentration
on audio-visual aspects so that the video cassette is to the
broadcast what the book is to the lecture.
Instructional Design
Consider the schedule of learning set up
for the student so that students are not overloaded. Consider
the time required to complete the course; the number of lessons;
appropriate segment length stated instructional objectives; it
is fully planned and has an appropriate level of abstraction;
uses visual, audio and tactile components; directs student activity
toward specified learning outcomes by frequent overt and covert
responses; the familiar is used as a bridge to the unfamiliar;
and a range of direct and indirect methods is used. The material
should be broken into manageable chunks; the first two lessons
are shorter; lesson size is easily managed, not too long or difficult
to discourage students; lessons are self-paced to allow student
planning; and the production pacing maintains interest. Telecourse
components should be examined for high quality; components should
make learning experiences occur; accomplish individual objectives
for which they were created; utility of each component part;
provide realia (real objects); effectively use graphics; components
should be easy to use; useful; well packaged; transportable;
available; have an appropriate quantity; should include concepts
of appropriate difficulty; relate ideas and link discussion.
Components should be examined for relevance
of reading rates, speed vs. critical reading; readability; use
of unexplained technical terms; overall coherence and consistency;
argumentative and indices of fallacious reasoning; does not make
assumptions, draw conclusions in error, or masquerade examples
as definition or opinions as fact; clarity; well phrased instructions
and questions; have complete, adequate and useful proofs; show
a balance of active and passive assignments; should contain self
assessment questions and activities to make the student think
and evaluate progress; and have appropriate role, position and
function of summaries. Material should appeal to the students'
interests, achievement and background; and provide a stimulus
to creativity. Components should correlate well with one another
so that they are integrated.
Self instruction should be encouraged through
strategies which motivate student learning, hold student attention
and stimulate students. Students should be provided with help
to develop basic learning skills such as fast and selective reading,
essay writing, development of objectivity and knowing how to
learn from television and radio. In the early stages of students
experience with self- instruction, there should be a progression
from a structured situation to a situation where students are
able to organize material in their own learning package including
more responsibility for deciding which areas to study, how to
organize the study; and how to present it.
The programs should move from highly didactic
to open ended; the structured learning should not limit the students
learning so that students should do creative thinking. The presentation
should avoid using many facts so that students find contexts
and causal connections to create the students' ability to critically
analyze what they see and hear and help them find their own way
to knowledge. Emotional experiences should be provided. Student
work should be based upon andragogical (adult education) principles.
Media can be used for learner interaction
and feedback by providing for student drill and using techniques
to motivate students to work and study; by actively involving
learners through writing, talking, manipulating, competing, cooperating,
critical viewing or activities on tape or in print components,
or in some way respond to the teaching material to considerably
increase learning effectiveness. Feedback should be immediate
and timely to induce lesson submission; the assignment turn around
time should be no longer than five days to increase student completion
rates. Feedback should provide the correct response and a commentary
on the incorrect response. The presentation sequence and rate
should be learner controlled with branching to alternative units
after incorrect answers. The instructional strategy should vary
as a result of both current and past learner behavior and portions
should repeat at the learner's volition. Students should have
activities such as answering questions.
All student learning styles should be addressed
as individuals may be primarily visual, auditory, tactile, conceptual,
or quantitative in various combinations to focus on human learning
and ensure learning for all students. Audio components should
be provided for auditory students; visual components for visual
students; and realia, models and other objects provided for tactile
students.
Strategies should match student cognitive
styles, previous experience and presentation factors. Cross-modal
reinforcement should occur frequently where the same message
is given through two modalities - words and pictures. Strategies
should meet adult viewing styles which are open learners (about
33 percent who are interested in the world and learning, slightly
older, more highly educated, who see television as one source
of information), uninterested learners (50 percent of viewers
who are not interested in learning, watch television for entertainment
and have a low level of formal education) and instrumental learners
(15 percent of population who are interested in learning as a
means to a better job, young, upwardly mobile, blue collar or
office workers, mid range in formal education, but do not consider
television as a knowledge source).
Assignments should be specific to course
content and may be created by students through the use of self-directed
learning contracts. Assignments should help students become self-directed
and adapt to local needs by utilizing faculty expertise through
syllabus development and suggesting successful assignments for
distance learners. Students should not be overloaded with more
material than can be handled. Facilities should be available
for laboratories. The first assignment should be due early, within
14 days, or within 40 days. There should be a great number of
small assignments due rather than one project or several large
projects, or one major assignment due each month. Computer marked
assignments should be used.
Content
Content should be examined for appropriate
scope of content; accuracy; authenticity; typicality; in good
taste; reflective of research in learning; utilizes innovations
in instruction; authoritativeness of materials; clarity; and
illustrative of the interplay of process and growth of content.
The same thing should be said more than once in different ways
to replicate the central points. The course should be interesting
and stimulating and provocative; lessons should be exciting to
positively influence completion; and the video should have a
long shelf life.
Differing viewpoints should be provided;
controversial issues should be handled fairly without evidence
of bias. The pluralistic society of multiple ethnic, racial,
religious, social, geographic and sexual characteristics should
be represented. The material should be relevant to today and
the copyright should be recent and not older than two years.
The material should be important and interesting to the learners.
Textbook
The textbook should be recommended by the
producer; be acceptable; be as attractive as other textbooks
to hold attention; be high quality, well presented and lavishly
illustrated; be up to date; available on time; have further editions
planned; have a clear role in course design; be widely used and
the author's credentials should be appropriate and recognized.
The textbook should encourage students to learn. The textbook
should correlate well with other components and should match
video revisions. If the text must be augmented a second text
will have to be found or written if one is not recommended by
the producer. If a reading anthology is recommended, it can be
used to tailor the course to a particular focus by eliminating
reading assignments.
Faculty Guide
The electronically mediated course should
have a faculty guide to act as a mentor for the new instructor;
provide in-depth discussion about instructional design; discuss
content embodied in the components and how they relate to one
another; present detailed teaching strategies and evaluation
strategies; contain background information on course development,
developers, consultants and advisors along with their credentials;
and course goals. The guide should contain a course outline by
lesson; weekly student activities for each week of the academic
terms; test bank or suggested tests; alternative course structure;
recommend varied uses of course materials; list required or suggested
materials and sources; bibliography and sample promotion material.
It should contain segments to guide students in learning from
electronically mediated instruction, viewing holistically, finding
patterns, developing analytical skills and other explanation
about the course. If the faculty guide does not exist, local
staff should have the experience to supply the necessary faculty
support.
Human resources to support the course should
be considered including whether the local instructor is competent
and whether the course matches the instructor's teaching style.
The instructor should write the course syllabus, assign additional
readings, make assignments and grade them, hold an opening structured
seminar, hold face to face meetings with individual students,
call class meetings, maintain contact with students by mail,
phone and meetings to add content for students' consideration;
maintain student interest through study groups to provide support
and raise completion rates. The instructor should be interested
in and encouraging to the students. Technical facilities should
be considered including, library access, physical circumstances
and other logistical considerations.
A test bank should provide questions which
are suitable for correspondence or proctored testing and based
on the content. Viewing video programs should be linked to student
assessment. Test keys should include a listing of where answers
are found in the content. The test bank should have many types
of short answer questions which can be graded by computer and
suggest short essay questions. Test validity should be described.
Students should be allowed to choose and provide evidence of
learning.
Student Study Guide
The study guide should be recommended by
the course producer and be acceptable to the institution. The
guide should be an important component of the course which ties
all course elements together to help the student complete the
course. It should be written by content specialists as the course
was developed and contain lesson-by lesson guides to meet course
objectives, list additional readings, optional activities and
be easily augmented by faculty by adding sections or deleting
section depending on curriculum. Research shows that student
completion rates increases by 10 percent if the study guide is
written by the instructor. The guide should teach students how
to use the course by explaining the function of the video and
other electronically mediated content and give students guidance
in what to look for and how to approach the program. It should
train the student to look at video events holistically, to use
analytic processes, what to focus on and how to discern patterns
and self directed learning strategies. The guide should contain
segments on objectives, components, lesson outlines, video outlines,
glossary, key concepts, references, exercises and self-tests
with explanations.
Pre-broadcast notes should be brief, but
should clearly state the purpose of the program and what students
are supposed to do before during and after seeing or hearing
the broadcast or tape. Audio cassettes are not lectures but are
tightly integrated with print to talk students through diagrams,
illustrations, statistics or provide discussion material for
analysis.
Computer Software
Recommended software should be suitable;
easily available with appropriate site and home licensing at
a suitable cost. Software is appropriate to content and used
to present and test rule based procedures, areas of abstract
knowledge where there are clearly correct answers so that educational
objectives are achieved. Computers can be loaned to students.
Logistics, including computer access to provide software to students
should be suggested and the software should be available in many
versions for many types of computers.
Computer Conferencing Software
For courses which include the ability for
students and faculty to use computer conferencing by dialing
into a central computer via modem, the choice of the computer
conferencing software is important. E-mail systems may suffice,
but it is usually better to have software specifically designed
for teaching over the computer. Programs should be easy to operate
by inexperienced students and faculty. It should not take as
long to master the telecommunications program as it does to master
the course content. Students may find that having to train on
how to use a telecommunications program is an obstacle that they
don't want to tackle. This is particularly true for short courses
or continuing education courses. New programs are entering the
market regularly.
Points to consider include: User friendly
- pull down menus. Telecom-munications program can be downloaded
by the student or mailed to the student. The computer program
should support 2,000 or more students and faculty and the many
messages they will generate. Ability to segment classes and allow
entry only into authorized mailboxes. Ability to segment assignment
mailboxes so that the flow of assignments and interaction can
be easily followed. Ability to support private mailboxes for
students and faculty, bulletin boards, faculty forums, students
forums, registration, filing grades, delivering contracts to
faculty and access by other administrators and interested lurkers.
High points should be given to programs which dial the computer,
upload new messages to appropriate mailboxes, download new messages
and file them in existing files on the student/faculty members
hard disk. Filing new messages is time consuming and this should
have a high priority. The program should encourage the students
to become interactive because a up to 40 percent of the students
grade may be based upon this.
Video
Video programs should use the full presentational
power of video; words, still and moving pictures, events occurring
in real time, slow or accelerated motion, animation and text.
Production should be high quality as this correlates with lower
attrition and higher grades particularly for borderline students.
The technical quality should be acceptable or excellent, balanced
and satisfying, meet professional standards or meet national
broadcasting production standards; this is essential because
of its motivational impact on students as the pleasure of watching
the programs breaks the students' inertia of beginning to study.
The video format should not differ too much from what is considered
to be a good general commercial television program with an expensive
appearance to compete with commercial television. Programs should
be one-hour or can be shown as one-hour to meet normal programming
times.
The number of programs should be high as
more programs correlates with lower attrition. Tapes should be
available for student loan as this has considerable advantage
over a pre-scheduled distribution by cable. The video should
not rely heavily on the lecture/talking head format or show students
in a video class unless it is a teaching method class; the instructor
should talk to the viewers for interaction.
Chemical experiments should be performed
in an industrial laboratory to show the experiment's industrial
application to demonstrate experiments or experimental situations
where equipment or phenomena to be observed are large, expensive,
inaccessible or difficult to observe without special equipment.
The video should use the medium's unique possibilities to give
students content that they would otherwise not get or see. The
plot should not be wild or slapstick. The use of video material
should be influenced by relevance more so than dramatic quality.
Video is not used for dense, abstract ideas, comprehension of
detailed arguments and facts; it is used to deal with abstract
ideas through the use of concrete examples, stimulates sophisticated
level of thinking which leaves interpretation and analysis open
to the student. Programs should have structure, organization,
sequential progression, be well paced to provide variety and
a content development rate which holds attention and facilitates
learning so that they are more swift than real life but not frenetic.
Video should be used to increase the students' sense of belonging.
The video should demonstrate human interaction
and time-space relationships to illustrate principles involving
two, three or n-dimensional space; to act as a bridge between
the concrete operational and formal, more abstract stages of
learning; words (audio and written), dramatizations and music
should generate attitudes and interest; use case illustrations,
dramatization and supplantation (formulas, scope, rotation, animation,
etc.) to advance content; complete coordination and integration
between audio and video should exist; video should present unique
material not found in the classroom; video should present well
known content in unique forms; video takes society to the student
to form links between class and life; video should use many open
ended methods to encourage student inquiry; to change student
attitudes towards a particular subject area by presenting material
in a novel manner or from an unfamiliar viewpoint; and allow
students to look into something otherwise inaccessible.
For student comprehension and instruction
on how to approach television, video sequences should show the
whole sequence, then repeat it with each sentence presented as
a separate entity which is explained and elaborated upon; in
later programs the elaboration should be decreased to give the
student more independence. The video should encourage students
to interpret, analyze and problem solve by facilitating the students'
ability to apply knowledge, evaluate evidence or arguments, analyze
new situations, bring insights to portrayed situations and suggest
solutions. The camera work should be considered for appropriate
and imaginative use of video which advances the content. Video
should visualize the abstract to provide contrived images that
present in visual form the concepts and relationships for which
students cannot conjure images on their own. The screen should
be used to its full potential with camera angles (single and
two shots, point of view, over the shoulder, close-ups, wide
shots and camera focus changes) and techniques (zooms, pans,
swish pans, cuts) to attract attention through pictures, sound
bites, demonstrations, diagrams and graphics. The video should
show the world to create authenticity and effectively use color
and motion. Effects should provide pace change and the material
should dictate the use of effects such as wipes, freeze frames,
flips, computer graphics, split screens; effects should not be
used because the technology is available. Styles of clothing
etc. should not detract. Clarity should be maintained by smooth
bridges between segments and programs. Clear demarcations between
discontinuous segments should be apparent in settings, presenters,
etc. The use of sound should be considered so that sound, music
and sound effects emphasize content. Sound should be imaginative,
advance content, add variety and pace and not use a continuous
music bed. Pictures are provided with clear verbal narratives
for clarity.
The video instructor is important to the
telecourse; is on camera; is competent; conveys interest in the
content; transmits enthusiasm; and personality and appearance
add to the effectiveness. The instructor does not lecture or
preach; so that concepts are difficult to grasp and understand
but simplifies the message by using understandable language,
humor to motivate, make content palatable and act as change of
pace; humor is situational, not slapstick. A diversity of experts,
talent and characters provide variety and good acting with believable
dialogue.
Costs
Costs should be considered as they relate
to funding. Costs should be considered as to their appropriateness
for a given media system and the proportion of money and resources
to be devoted to various aspects of a media system; capital costs
and recurrent expenditures, equipment obsolescence, staff, space
and overhead, cost and delivery should also be considered. The
cost effectiveness of the program to other programs on the same
subject should be compared by projecting student per head costs
and relationship to shelf life and student per head program costs
to purchase and deliver. Media costs versus face to face instruction
should be considered, broadcast costs versus loaned tape costs
and other economies of scale where more students will make the
media more cost effective.
from "A Technical
Guide to Teleconferencing and Distance Learning," 3rd edition