The Effects of Evaluation in Distance Learning: An Insight Review
Abstract
Distance learning has become an integral part of modern education, especially with the advancements in technology distance learning is a growing trend around the world, one which will only increase over the next few years, especially in the university and lifelong learning context. In distance learning education, access to digital information resources is crucial. Technology played and continues to play an essential role to deliver education to the students outside of school. Commendably, most countries are able to deploy remote learning technologies using a combination of TV, Radio, Online and Mobile Platforms. Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. Evaluation in distance learning refers to the systematic process of assessing students' knowledge, skills, and abilities through various methods such as quizzes, exams, assignments, and projects. It involves gathering evidence of learning, analyzing student performance, and providing feedback to support continuous improvement. Evaluation constitutes part of an ongoing cycle of program planning, implementation, and improvement. This paper explores the effects of evaluation in distance learning, focusing on its influence on learning outcomes and student engagement. Behaviorism, connectivism and constructivism theories in relation to evaluation were considered in this paper. Through a comprehensive review of existing literature, this paper examines various evaluation methods, their impact on student motivation, engagement, and performance, and explores strategies to enhance the effectiveness of evaluation in distance learning environments. The paper also highlighted the various challenges posed by distance learning and how to mitigate them. Key findings include the importance of aligning assessments with learning objectives, providing timely and constructive feedback, leveraging technology and pedagogical approaches to enhance assessment practices, and addressing equity and inclusivity in assessment design by understanding the dynamics of evaluation in distance learning, educators can optimize their teaching strategies and create more engaging and effective learning experiences for students.
Article Views and Downloands Counter
References
Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
Ally, M. (2008). Foundations of Educational Theory for Online Learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (2nd ed., pp. 15-44). Edmonton, AB: AU Press.
Anderson, T. (2018). Evaluation strategies for online learning environments. Educational Technology, 23(4), 56-72. doi: 10.15215/aupress/9781771992329.01
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.DOI: 10.1080/0969595980050102 URL: http://dx.doi.org/10.1080/0969595980050102
Bocchi, J., Eastman, J., & Swift, C. (2014). Retaining the online learner: Profile of students in an online MBA Program and implications for teaching them. Journal of Education for Business, 79(4), 245-253.DOI:10.3200/JOEB.79.4.245-253
Dede, C. J., Jacobson, J., & Richards, J. (2017). Introduction: Virtual, augmented, and mixed realities in education. In Virtual, Augmented, and Mixed Realities in Education (pp. 1–16). Springer. https://doi. org/10.1007/978-981-10-5490-7_1
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "Gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9- 15). New York, NY: ACM Press. DOI:10.1145/2181037.2181040
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.https://doi.org/10.1002/piq.21143 https://doi.org/10.1002/piq.21143
Gikandi, J., Morrow, D., & Davis, N. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
Ironsi, C. S. (2020). Strategies for student engagement in remote online learning. A case study of Northern Cyprus. Runas Journal of Education and Culture 1(2):18-31 DOI:10.46652/runas.v1i2.19
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Jonassen, D., & Land, S. (2012). Theoretical Foundations of Learning Environments. New York: Routledge.https://doi.org/10.4324/9780203813799
Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. https://doi.org/10.1016/j.caeai.2021.100017
Lancaster, T., & Cotarlan, C. (2018). Contract cheating by STEM students through a file- sharing website: A Covid-19 pandemic perspective. International Journal for Educational Integrity, 14(1), 1-9.
Leonard, C., & Sentance, S. (2021). Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review. International Journal of Computer Science Education in Schools 5(2):3-13. DOI:10.21585/ijcses.v5i2.130
Mabeya, M. T. (2020). Distance Learning During COVID-19 Crisis: Primary and secondary school parents experiences in Kenya. East African Journal of Education Studies 2(1):173-186DOI:10.37284/eajes.2.1.249
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.https://www2.ed.gov/rschstat/ eval/tech/ evidence-based-practices /finalreport.pdf
Meeter, M., Bele, T., Hartogh, C., Bakker, T., de Vries, R., & Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. DOI:10.31234/osf.io/kn6v9
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.https://doi.org/10.1080/03075070600572090
Nyerere, J. K. A. (2016). Open and distance learning in Kenya: A baseline survey commissioned by the Commonwealth of Learning. COL Report. https://oasis. col.org/server/api/core/bitstreams/e8f3e16d-dd4c-4c41-8f52-60d2be9a0902/content
Kasse, J. P. & Balunywa, W. (2013). An assessment of e-learning utilization by a section of Ugandan universities: Challenges, success factors and way forward. In: Paper presented at the International Conference on ICT for Africa 2013, Harare, Zimbabwe.
Mbunge, E., Fashoto, S., Akinnuwesi, B., Gurajena, C., & Metfula, A. (2020). Challenges of Social distancing and self-isolation during COVID-19 pandemic in Africa: A Critical Review. Available at SSRN 3740202.
Nagunwa, T. & Lwoga, E. (2012). Developing e-learning technologies to implement competency based medical education: Experiences from Muhimbili University of Health and Allied Sciences. International Journal of Education and Development using Information and Communication Technology, 8(3), 7-21.
Namisiko, P., Munialo, C. & Nyongesa, S. (2014). Towards an optimization framework for e-learning in developing countries: A case of private universities in Kenya. Journal of Computer Science and Information Technology, 2(2), 131-148.
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ Behavioural Intention to Use E-learning, Educational Technology &Society,12 (3), 150-162.
Pirani, J. (2008). Supporting E-learning in higher education. Accessed 7th December 2014 from http://www.net.educause.edu/ir/library/pdf/ERS0303/ecm0303.pdf.
Palloff, R., & Pratt, K. (2017). Assessing the Online Learner: Resources and Strategies for Faculty. San Francisco, CA: Jossey-Bass.
Patton, M. Q. (1987). Qualitative Research Evaluation Methods. Thousand Oaks, CA: Sage Publishers.
Picciano, A. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3), 166-190.doi: 10.24059/olj.v21i3.1225
Quadri, G. O. (2012). Impact of ICT skills on the Use of e-resources by information professionals: A review of related literature, Library Philosophy and Practice (e-journal), ISSN 1522-0222.
Roberts, T. (2019). Addressing Technological Challenges in Online Learning: Strategies for Implementation. Journal of Online Learning, 18(3), 112-126.
Russell, C. (2009). A systemic framework for managing e-learning adoption in campus universities: individual strategies in context, ALT-J, Research in Learning Technology 17 (1), 3–19.
Shroff, R. H., Deneen, C. C. & Eugenia, M. W. (2011). Analysis of the technology acceptance model in examining students’ behavioural intention to use an e-portfolio system, Australasian Journal of Educational Technology, 27(4), 600-618.
Shalevska, E. (2021). Students' Motivation and Engagement during Distance Learning. https://eprints.uklo.edu.mk/id.eprint/9504
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2019). Teaching and learning at a distance: Foundations of distance education. Routledge.
Smith, J. (2020). The Importance of evaluation in online education. Journal of Online Learning, 15(2), 45-58.
Sullivan, G. M., (2023). A Primer on the validity of assessment instruments. Journal of Medical Education. DOI: 10.4300/JGME-D-11-00075.1
Tiony, A. K., Ferej, A., & Kitainge, K. (2016). Factors influencing the adoption of flexible teaching approaches in technical training institutions in Kenya. Africa Journal of Technical and Vocational Education and Training, 2(1), 122-131. https://afritvet.org/index.php/Afritvet/article/view/43
Topping, K. (2009). Peer Assessment. Theory into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569
Tupas, M. O., Paqueo, P. I. V., Abay, J. R., (2023). College illuminating integrity: Exploring college teachers’ approaches to address academic dishonesty in online learning of education. DOI: https://dx.doi.org/10.47772/IJRISS.2023.7740
Wiggins, G., & McTighe, J. (2017). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Colombian Applied Linguistics Journal, vol. 19, núm. 1, e
Wiliam, D. (2017). Learning and assessment: a long and winding road? Assessment in Education: Principles, Policy & Practice, 24(3), 309–316. https://doi.org/10.1080/0969594X.2017.1338520
Wilson, A. (2012). Student engagement and the role of feedback in learning.The Journal of Pedagogic Development, Vol 2 Issue 2 Spring 2012 https://uobrep.openrepository.com/bitstream/handle/10547/336262/Student- engagement.pdf?sequence=1&isAllowed=y
Tamrat, W. & Teferra, D. (2020). COVID-19 poses a serious threat to higher Education. University world news https://www.universityworldnews.com/page.php?page=UW_Main
Tarus, J., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya:A of Kenyan public universities. The International Review of Research in Open and Distributed Learning, 16(1
TVETA. (2020). Technical and Vocational Education and Training Authority Newsletters. https://www.tveta.go.ke/wp-content/uploads/2020/04/TVETA-NEWSLETTER-APRIL-2020-min.pdf. Accessed on 9th Oct, 2021.
UNESCO. (2020a). COVID-19 Webinar: A new world for teachers, Education's frontline workers. https://en.unesco.org/news/covid-19-webinar-new-worldteachers-educationfrontline-workers.
UNESCO. (2020b). COVID-19 Educational Disruption and Response. https://en.unesco.org/ covid19/educationresponse/225.5
Copyright (c) 2024 Africa Journal of Technical and Vocational Education and Training
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice Copyright of published articles is held by AfriTVET. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.
