A Comparative Evaluation of E-Learning and Traditional Pedagogical Process Elements

Autor/inn/en	Vavpotic, Damjan; Zvanut, Bostjan; Trobec, Irena
Titel	A Comparative Evaluation of E-Learning and Traditional Pedagogical Process Elements
Quelle	In: Educational Technology & Society, 16 (2013) 3, S.76-87 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Comparative Analysis; Electronic Learning; Conventional Instruction; Intermode Differences; Evaluation Methods; Scoring Rubrics; Models; Student Attitudes; Educational Practices; Teaching Methods; Instructional Effectiveness; Questionnaires; Likert Scales; Case Studies; Program Validation; Foreign Countries; Best Practices; Slovenia + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Analogiemodell; Schülerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Fragebogen; Likert-Skala; Case study; Fallstudie; Case Study; Ausland; Slowenien
Abstract	In modern pedagogical processes various teaching methods and approaches (elements of the pedagogical process -- EPPs) are used ranging from traditional ones (e.g., lectures, books) to more recent ones (e.g., e-discussion boards, e-quizzes). Different models for evaluation of the appropriateness of EPPs have been proposed in the past. However, the literature shows that these models typically focus only on the appropriateness of a single EPP and do not provide information about its relative appropriateness in relation to other EPPs. Unfortunately, this considerably limits the use of such evaluation models for the needs of the educational institutions' management. In order to decide which EPPs to promote or modify, management requires a comparative overview of the appropriateness of all EPPs that are part of the pedagogical process under consideration. Therefore the goal of our study was to design a model which would facilitate a comparative evaluation of many e-learning and traditional EPPs by simultaneously considering perspectives of students' and teachers' who participate in a certain pedagogical process. We applied the proposed model to three real-life pedagogical processes that are presented in this paper. Three groups of students, their teachers, and the college's management participated in the study. The management confirmed that the evaluation model provided them with valuable information in order to plan actions for improvement of the pedagogical processes. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10