An evaluation framework for distance education

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dc.contributor.authorPelto, Ellen Louiseen_US
dc.date.accessioned2024-08-15T17:15:05Z
dc.date.available2024-08-15T17:15:05Z
dc.date.copyright1990en_US
dc.date.issued1990
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe evaluation of adult and distance education is a growing area of concern. A review of the literature reveals an abundance of material on evaluation: however, few models assist the distance educator seeking to devise an instrument to evaluate a specific program. The study proposed here will attempt to answer the question "How should distance education programs be evaluated? This major research question and its subsidiary questions have not been addressed in any comprehensive way in the literature. This thesis synthesizes research on evaluation, distance education, and andragogy. and suggests and empirically tests a rigorous multiperspective evaluation framework that derives its criteria and procedural features from the nature of the adult learning processes. It takes into account the distance factor. and does not adhere to the traditional scientific paradigm of inquiry. The evaluation framework is tested on a professional undergraduate university course.
dc.format.extent229 pages
dc.identifier.urihttps://hdl.handle.net/1828/19268
dc.rightsAvailable to the World Wide Weben_US
dc.titleAn evaluation framework for distance educationen_US
dc.typeThesisen_US

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