Evaluating technology-enhanced learning: A comprehensive framework. (3rd October 2015)

• Record Type: Journal Article
• Authors: Cook, David A.; Ellaway, Rachel H.
• Is Part Of: Medical teacher. Volume 37:Number 10(2015)
• Page Start: 961
• Page End: 970
• Publication Date: 2015-10-03
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2015.1009024
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: Background : The absence of a standard, comprehensive approach to evaluating technology-enhanced learning (TEL) limits the utility of individual evaluations, and impedes the integration and synthesis of results across studies. Purpose : To outline a comprehensive framework for approaching TEL evaluation in medical education, and to develop instruments for measuring the perceptions of TEL learners and instructors. Methods and results : Using both theoretical constructs of inquiry in education and a synthesis of existing models and instruments, we outlined a general model for evaluation that links utility, principles, and practices. From this we derived a framework for TEL evaluation that identifies seven data collection activities: needs analysis; documentation of processes, decisions, and final product; usability testing; observation of implementation; assessment of participant experience; assessment of learning outcomes; and evaluation of cost, reusability, and sustainability. We then used existing quality standards and approaches to develop instruments for assessing the experiences of learners and instructors using TEL. Conclusions : No single evaluation is likely to collect all of this information, nor would any single audience likely find all information elements equally useful. However, consistent use of a common evaluation framework across different courses and institutions would avoid duplication of effort and allow cross-course comparisons.