Creating a Research Design to evaluate the effectiveness of e-learning projects

In a previous blog entry, I mentioned the importance of data triangulation, particularly if you use a case study approach when evaluating an e-learning initiative. Another strategy I recommend is to collect data over a number of phases, using a number of techniques.

Case studies involve in-depth, descriptive data collection and analysis of a case, or a number of related instances of the same type within the case. In particular, the case study design is useful when answering “how” and “why” questions, and in understanding the particulars, and diversity of the case (Yin, 1994). As Yin asserted in his 1993 paper Applications of Case Study Research

the case study is the method of choice when the phenomenon under study is not readily distinguishable from its context.

(p.3)

The case study design (see Table 1) suited the conditions of this research project very well as it allowed naturalistic methods of enquiry such as individual interviews to be carried out, side-by-side with quantitative data gathering from surveys and archival records.

Table 1 Features of a case study (Russ-Eft & Preskill, 2001, pp.173-174)

Advantages	Disadvantages
Provides descriptive data	Results may not lead to scientific generalizability
Does not require control of participants or setting	Researcher bias may interfere with validity of the findings
Reports include verbatim quotes	May take too long to conduct
Leads to a greater understanding of the context of the evaluand	May produce more data than can be analysed in an effective manner
Gather data using multiple methods
Provides data that are rich in examples
Captures what is important to the participants
Portrays the multiplicity of causes that are associated with various outcomes
Embraces diversity of perspectives and experiences of participants
Allows the researcher to collect information on outcomes not known prior to the learning and performance initiative

As Robson points out, the flexibility of the case study approach allows the design to “emerge” (2002, p.89) during data collection and analysis. Similarly, the case study facilitates the application of other research designs within the case study design framework, enabling the learning professional to capture data during different phases of a project.

References:

Robson, C. (2002) Real World Research. 2nd ed. Oxford: Blackwell Publishing.

Russ-Eft, D. & Preskill H. (2001) Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance and Change. New York, NY. Perseus Books.

Yin, R. K. (1993). Applications of Case Study Research. Newbury Park, CA. Sage.

Yin, R. K. (1994). Discovering the future of the case study method in evaluation research. Evaluation Practice [Internet] 15. Available from: http://aje.sagepub.com/cgi/reprint/15/3/283 [Accessed 15th January 2008 subscription required]

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Evaluating e-learning programs: more on the Program Logic Model

In the context of evaluating e-learning programs, the logic model is useful for identifying elements of the programme that are most likely to yield useful evaluation data, and to identify an appropriate sequence for collecting data and measuring learning. In this way, the programme logic model can help you develop a research design, and provide guidance to relevant and appropriate data collection strategies within your case study. Figure 1 illustrates how I apply the Program Logic Model in my case studies.

Figure 1 Programme Logic Model applied to the Information Session non-formal learning initiative

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Evaluating Non-formal e-learning initatives: the Program Logic Model

In undertaking a case study when evaluating any e-learning initiative, it is essential that the data collected in the research is relevant and appropriate to the task of evaluating the impact of the intervention on the audience.

According to Wright & Ross (2001), the Program Logic Model

offers a conceptual and practical framework for this exacting work. At its core it is a simplified picture of a programme, initiative or project. In much the same way that a software developer would employ a use case, the logic model shows the relationships among the resources that are invested, the intervention or the activities that take place, and the outcomes that result from the project. Essentially, it is a tool to guide critical thinking.

(p.153).

Figure 1 The Program Logic Model

This model great utility to the e-learning practitioner, specifically in orienting the research and ensuring their learning evaluation methodology aligns to the investigation being undertaken. As Cooksy, Gill and Kelly discuss in their article The Program Logic Model as an Integrative Framework for a Multimethod Evaluation, “program theory guides an evaluation by identifying key program elements and articulating how these elements are expected to relate to each other” (p.109).

As illustrated in Figure 1 above, there are five components to the Program Logic Model: each component has a range of characteristics associated with it. These are described by Paul McCawley (1997):

1. The situation statement provides an opportunity to communicate the relevance of the project. This establishes a baseline for comparison at the close of a project and provides a way to determine whether change has occurred. Describing who is affected by the initiative allows assessment of who has benefitted.
2. Inputs include those things that we invest in a programme or project such as knowledge, skills, or expertise. Describing the inputs needed for a project provides an opportunity to communicate the quality of the programme.
3. Outputs are “those things that we do” (p.4) - providing deliverables, products - and the people we reach - intended audience. Describing the outputs establishes linkages between the problem (situation) and the impact of the project (intended outcomes).
4. In terms of program or project outcomes, these can be short-term, intermediate-term, or long-term, Outcomes answer the question “What happened as a result of the program?”

• Short-term outcomes of educational programmes may include changes in:
• Awareness – customers recognise the problem or issue
• Knowledge – customers understand the causes and potential solutions
• Skills – customers possess the skills needed to resolve the situation
• Motivation – customers have the desire to effect change
• Intermediate-term outcomes include changes that follow the short-term outcomes, such as changes in:
• Practices used by participants
• Behaviours exhibited by people or organisations
• Long-term outcomes follow intermediate-term outcomes when changed behaviours result in changed conditions or processes.

References:

Cooksy, L. J. Gill, P. & Kelly. P. A. (2001) The Program Logic Model as an Integrative Framework for a Multimethod Evaluation. Evaluation and Program Planning [Internet] 24(2). Available from: http://www.hsrd.houston.med.va.gov/AdamKelly/Logic.html [Accessed 21st October, 2006]

McCawley, P. F. (1997) The Logic Model for Program Planning and Evaluation. University of Idaho Extension [Internet] Available from: http://www.uidaho.edu/extension/LogicModel.pdf [Accessed 18th January 2007]

Wright, L. & Ross, J. W. (2001) The Logic Model: An A-to-Z Guide to Training Development, Implementation, and Evaluation. Association of the American Public Human Services Association (APHSA). [Internet] Available from: http://calswec.berkeley.edu/CalSWEC/2001_08Ross.pdf [Accessed 10th January 2007]

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