How to Assess the Technology Content in a Distance Learning Format

An instructional designer or curriculum developer should assess distance-learning content.

In a distance-learning environment, a student may or may not meet the instructor in a face-to-face session, as he participates in class online. In addition, students often attend courses without restrictions on either classroom time or location. Assessing the technology content in a distance-learning format should be the responsibility of an instructional designer or curriculum developer.

Instructions

1. Focus on demographic information. Request feedback about content from learners or students who participate in distance learning. Compare responses from both males and females, and analyze responses with a focus on the ethnicity of learners as well. Compare the level of experience or grade levels of learners. If possible, analyze feedback on the content of distance learning in consideration of the age group of learners.

2. Analyze the instructional format of the content. This includes focusing on the logical arrangement of content and how the information is presented. For example, develop a rating scale from one to five, with five being the highest score, on the manner in which the content is arranged. Identify if information is presented in small chunks, and if it flows in a logical order from one topic to another. You must also determine if the instructional format is appropriate. Feedback and student performance will help you determine this.

3. Identify the experience level of the person or group responsible for developing the technology content in a distance-learning format.

4. Evaluate results of student performance. Identify the grades of each student. Document any differences between the performance of students who meet with an instructor as a supplement to distance learning, and that of students who participate only in online distance learning, without meeting with an instructor. Ask each group of students what they thought about the technology content of the distance learning. Their responses will enable you to determine if technology content was developed successfully, and identify the differences in student perceptions of technology between distance learning and distance learning with additional face-to-face meetings.

Tips & Warnings

• Instructional approaches used in distance learning, the number of related assignments, supportive instructors and discussion groups result in a student's positive attitude, which influences how students rate technology content, according to a 2000 study by Abbott and Faris.

References

• IFETS: Assessing academic performance between traditional and distance education course formats; Mark Urtel; 2008