I was recently asked how I might evaluate the use of e-Learning. To be fair the question took me by surprise, as it wasn’t something I’d given any thought to for a number of years. To me, the answer is self-evident.
I suggested that we couldn’t evaluate e-Learning in any quantitative way and that differentiating it from good teaching and learning was a folly.
I did suggest that if we took ‘it’ all away and then measured the gap that was left in modern teaching practice it might quantitatively answer the question of how much ‘e’ was used, but not how well or how badly it was used, which I think was the questioner’s point.
The problem we have today is that e-Learning tools, techniques and technologies are used all of the time and in every school, college, workplace and university. All teachers now embrace the use of email; many of them use it with learners. All teachers expect access to some form of computer in their staff room, whether that is a personal laptop or shared PC. They might also expect to see a LCD projector in their room. Fairly often, they will use a PowerPoint Slideshow as the backbone of their lesson; this might even be made available to learners via a VLE or less so but increasingly via some sort of Web 2.0 provision. But how do you evaluate all that use and more importantly, how would you separate its use from every other teaching and learning tool or technique used? And would we assess the learners’ use or the teacher’s?
Without going into the use of emerging or mobile technologies how many current classroom activities are 100% e-Learning? And, how many of those e-Learning tools, techniques and technologies employed are well thought out, user friendly, accessible and pedagogically sound? Some may say that this is the reason for undertaking an evaluation, but my reply still stands – how do you separate ‘e’ from the rest?
Let us work towards a universal understanding of how learners learn (and this changes much slower than the technology changes) and then how to choose advantageous tools and techniques which address those learner needs: in and out of the classroom. Then, let us evaluate the whole caboodle – not just ‘e’.
After all, who ever evaluated the use of pens and pencils when slates became outdated?
See this .pdf file.