Evaluating trans-national tele-learning demonstrator projects: Design and methodology

Betty Collis, J.B.C. Vingerhoets, Jolande Vingerhoets

    Research output: Contribution to journalArticleAcademic

    1 Citation (Scopus)
    22 Downloads (Pure)

    Abstract

    What is an effective methodology for the evaluation of trans-national projects whose purpose is to demonstrate some aspects of telecommunications-supported distance education, or tele-learning? By their nature, such tele-learning demonstrator projects frequently involve technologies new to many of the participants as well as many organizational complexities given the number of partners - course providers, educational institutions in different countries, telecommunications providers, and educational specialists — involved. This paper suggests a methodological framework and design features for the evaluation of such projects built upon the assumption that finding a key focus for the evaluation, of interest to all of the major stakeholders, is a critical step. In addition, the value of a responsive rather than a preordinate model or the evaluation as well as the choice of case-study methodology is argued. A generic evaluation plan is developed, involving on-going multiple case studies transected at regular intervals by cross-case analysis events. The plan is illustrated by its current application to a major trans-national tele-learning project, TeleScopia, involving courses developed by six course providers, adapted for trans-European offer via a variety of applications of advanced telecommunications.
    Original languageUndefined
    Pages (from-to)229-241
    JournalInnovations in education and training international
    Volume33
    Issue number3
    DOIs
    Publication statusPublished - 1996

    Keywords

    • IR-26915
    • METIS-135566

    Cite this

    Collis, Betty ; Vingerhoets, J.B.C. ; Vingerhoets, Jolande. / Evaluating trans-national tele-learning demonstrator projects: Design and methodology. In: Innovations in education and training international. 1996 ; Vol. 33, No. 3. pp. 229-241.
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    abstract = "What is an effective methodology for the evaluation of trans-national projects whose purpose is to demonstrate some aspects of telecommunications-supported distance education, or tele-learning? By their nature, such tele-learning demonstrator projects frequently involve technologies new to many of the participants as well as many organizational complexities given the number of partners - course providers, educational institutions in different countries, telecommunications providers, and educational specialists — involved. This paper suggests a methodological framework and design features for the evaluation of such projects built upon the assumption that finding a key focus for the evaluation, of interest to all of the major stakeholders, is a critical step. In addition, the value of a responsive rather than a preordinate model or the evaluation as well as the choice of case-study methodology is argued. A generic evaluation plan is developed, involving on-going multiple case studies transected at regular intervals by cross-case analysis events. The plan is illustrated by its current application to a major trans-national tele-learning project, TeleScopia, involving courses developed by six course providers, adapted for trans-European offer via a variety of applications of advanced telecommunications.",
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    Evaluating trans-national tele-learning demonstrator projects: Design and methodology. / Collis, Betty; Vingerhoets, J.B.C.; Vingerhoets, Jolande.

    In: Innovations in education and training international, Vol. 33, No. 3, 1996, p. 229-241.

    Research output: Contribution to journalArticleAcademic

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    AU - Collis, Betty

    AU - Vingerhoets, J.B.C.

    AU - Vingerhoets, Jolande

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    AB - What is an effective methodology for the evaluation of trans-national projects whose purpose is to demonstrate some aspects of telecommunications-supported distance education, or tele-learning? By their nature, such tele-learning demonstrator projects frequently involve technologies new to many of the participants as well as many organizational complexities given the number of partners - course providers, educational institutions in different countries, telecommunications providers, and educational specialists — involved. This paper suggests a methodological framework and design features for the evaluation of such projects built upon the assumption that finding a key focus for the evaluation, of interest to all of the major stakeholders, is a critical step. In addition, the value of a responsive rather than a preordinate model or the evaluation as well as the choice of case-study methodology is argued. A generic evaluation plan is developed, involving on-going multiple case studies transected at regular intervals by cross-case analysis events. The plan is illustrated by its current application to a major trans-national tele-learning project, TeleScopia, involving courses developed by six course providers, adapted for trans-European offer via a variety of applications of advanced telecommunications.

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