Evaluation of Flexible and Online Learning by Peer Review

This evaluation process follows a holistic approach, that is, each element of the arrangements for learning is integrated with the overall goals of the curriculum (Hodgson et al. 2012, p. 295). The questions are a guide to evaluating a flexible or online learning artefact (subject, course, artefact) on the basis of its fitness for purpose, and whether its own processes and expectations are clearly communicated.

Elements

Questions

Comments

Problem/issue

What is the purpose of this project?

What are the benefits for learning?

 
Educational objectives and defined learning outcomes

What are learners expected to achieve and to what standard? (Are practitioner or professional bodies involved?)

Do learning outcomes align with subject and course goals?

 
Learning content & resources

Is the content organised to support learning activities?

Does the content relate to learning outcomes? 

 
Constrictive alignment

Does the subject demonstrate constructive alignment*? That is:

  1. Do learning outcomes match assessments tasks and
  2. Do learning activities support assessment tasks?  (see below)
 
Learning engagement

 

Who and where are the learners?

Are expectations made clear to learners?

Are there opportunities for dialogue and collaboration?

Is the online subject well organised and easy to work with?

 
Learning process & support

 

How will teaching and learning occur? (Are modes, locations & times of learning clearly indicated?)

Are learners guided in their progress? (Select a learning activity and follow its path to completion)

Is there opportunity for communication with key people: lecturer, tutor, subject coordinator

Is there institutional or administrative support?

 
Learning pedagogies

Do learning technologies enhance educational goals and facilitate learning?

Are the opportunities for:

  • learner-content interaction: knowledge content and formative assessment (quizzes)
  • learner-teacher interaction: dialogue and knowledge construction with lecturer/facilitator/tutor
  • learner-learner interaction: discussion and collaborative knowledge building 
 

References

Hodgson, V., McConnell, D. and Dirckinck-Holmfeld,L. (2012). The Theory, Practice and Pedagogy of Networked Learning. In L. Dirckinck-Holmfeld et al. (eds.), Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer.


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