Evaluation in Distance Education and e-Learning: The Unfolding Model articulates a framework for evaluating distance and e-learning courses. Beginning with the rationale for and the importance of conducting evaluations, the authors transition to an easy-to-understand description of their model, and conclude with a practical guide for applying the model.
Chapters 1 through 4 are dedicated to explaining the “unfolding model.” After establishing the definitions for distance education and e-learning used throughout the book, Ruhe and Zumbo establish the importance of employing a professional, scientific approach for the evaluation of these teaching and learning environments. The authors then present their unfolding model in a clear and logical manner. Comprised of 4 basic elements—scientific evidence, relevance/cost-benefit, underlying values, and unintended consequences—the model encompasses the critical aspects needed for effective evaluation of e-learning courses. By including unintended consequences as a major component, the authors have effectively addressed a deficit in many other evaluative models; namely, examining unexpected changes in productivity, unanticipated consequences, and negative outcomes countering predicted benefits. Additionally, this model tackles the need for a course evaluation mechanism that can accommodate the ever changing e-learning landscape. As institutions adopt and mature their use of e-learning, resultant changes in administrative structures, areas of focus, and educational technologies necessitate a flexible evaluative model such as that proposed by the authors.
Using the unfolding model as the framework, chapters 5 through 9 guide the reader through a mini-course in conducting educational research and applying the unfolding model. The basics of planning a study, the internal review board (IRB) process, and consideration of institutional politics and stakeholders are presented. Methods for qualitative and quantitative data collection and analysis as well as reporting of findings are also explained. The authors conclude with case studies used to illustrate application of the unfolding model.
Ruhe and Zumbo have addressed a timely topic, given that distance education and e-learning have become part of the fabric of postsecondary education. Their model, due to its flexibility, is applicable to the various forms of e-learning employed in pharmacy education today. The book's chief challenge is the inconsistency in context. The first 3 chapters discuss evaluation from a programmatic perspective. However, the implementation of the model described in chapters 4 through 8 is done so within the context of individual courses. Given the growth of e-learning within postsecondary programs, guidance for employing the unfolding model at the programmatic level is needed.
The structure of this book is conducive to using it as a reference. Each of the 9 chapters begins with a listing of the chapter's subsections, including page numbers, making it easy for the reader to locate specific topics of interest. Chapter 3 is a particularly valuable resource containing reviews of 17 distance education evaluation models and summaries of some key studies of evaluation practice. This book could serve as a guide for individual faculty members, committees, or groups charged with facilitating course evaluation activities. Additionally, administrators seeking to establish effective practices for evaluating e-learning are advised to include The Unfolding Model among their library of references.