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Project Report
Needs Analysis, Design, Development, Implementation and Evaluation
of
Online Course
on ‘EVALUATION OF TRAINING’
by
S K Pulist
Enr No. PGDEL-131812560
(Submitted in partial fulfillment of the requirements of the course MDEP-005 of the PG Diploma in eLearning Programme)
to
IGNOU,
Maidan Garhi, New Delhi 110 068.
2013
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Online Course on
‘EVALUATION OF TRAINING’
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Table of Contents
Certificate of Originality .............................................................................................. 7
Acknowledgement ....................................................................................................... 8
Chapter 1: Background and Introduction ................................................................. 9
1.1 Introduction ............................................................................................... 9
1.2 Rationale of the Course ........................................................................... 9
1.3 Needs analysis of the Target Audience ............................................... 10
1.4 Assumptions ........................................................................................... 10
1.5 Methods .................................................................................................... 11
1.6 Supports Received ................................................................................. 11
1.7 Limitations ............................................................................................... 11
Chapter 2: Design of the Course.............................................................................. 13
2.1 Title of the Course: ................................................................................. 13
2.2 Instructional Design ............................................................................... 13
2.3 Framework of the Course ...................................................................... 16
2.4 Software Used ......................................................................................... 17
2.5 Self-learning Material .............................................................................. 17
2.6 Teaching and Learning Process ........................................................... 18
2.7 Assessment Strategy ............................................................................. 18
2.8 Programme Evaluation ........................................................................... 19
Chapter 3: The Course .............................................................................................. 20
3.1 Chapter Scheme ...................................................................................... 20
3.2 Features of the Course ........................................................................... 23
3.2.1 General Introduction ................................................................... 23
3.2.2 Introduction Section ................................................................... 24
3.2.3 Learning Style Index ................................................................... 25
3.2.4 Meta-cognitive Thinking Skills Scale ........................................ 25
3.2.5 Schedule Finaliser ...................................................................... 26
3.2.6 Introductory Class on WizIQ ...................................................... 26
3.2.7 Suggested Reading Material ...................................................... 27
3.2.8 Learning Outcomes and Reflective Questions ........................ 28
3.2.9 Discussion Forum ....................................................................... 29
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3.2.10 General Content ........................................................................... 30
Chapter 4: Learning Experiences ............................................................................ 37
4.1 Implementation Plan ............................................................................... 37
4.2 Course Activities ..................................................................................... 37
4.3 Self Assessment ..................................................................................... 39
4.4 Formative Assessment .......................................................................... 39
4.5 Summative Assessment ........................................................................ 40
4.6 Course Evaluation .................................................................................. 40
4.7 Findings ................................................................................................... 41
Chapter 5: Lessons Learnt and Recommendations .............................................. 43
5.1 Lessons Learnt........................................................................................ 43
5.2 Recommendations .................................................................................. 45
5.3 Conclusion ............................................................................................... 47
References .................................................................................................................. 48
Appendix-1 .................................................................................................................. 49
Appendix-2 .................................................................................................................. 52
Appendix-3 .................................................................................................................. 56
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List of Figures
Figure 1: Concept Map of Programme in Training and Development ................. 13
Figure 2: A ‘Brief’ on the Course ............................................................................. 23
Figure 3: Components of the ‘Brief’ on Course Page ........................................... 23
Figure 4: Introduction Section ................................................................................. 24
Figure 5: Course Introduction by Voki .................................................................... 24
Figure 6: Learning Style Index ................................................................................. 25
Figure 7: Metacognitive Thinking Skills Scale ....................................................... 25
Figure 8: Virtual Class Scheduler ............................................................................ 26
Figure 9: WizIQ platform ........................................................................................... 27
Figure 10: List of Suggested Reading Material ...................................................... 28
Figure 11: Learning Outcomes and Reflective Questions .................................... 28
Figure 12: Discussion Forum ................................................................................... 29
Figure 13 GoogleGroup created as ‘Community of Practice’ .............................. 30
Figure 14: Audio programme ................................................................................... 30
Figure 15: Video programme .................................................................................... 31
Figure 16: Blog providing the Reading Content .................................................... 32
Figure 17: Virtual Class on WizIQ in progress ....................................................... 32
Figure 18: Tutor Marked Assignment ...................................................................... 33
Figure 19: Computer Marked Assignment .............................................................. 33
Figure 20: Tutor Marked Assignment ...................................................................... 34
Figure 21: Grade Report of the Learners ................................................................ 35
Figure 22: Questionnaire Survey launched on Qualtrics.com ............................. 35
Figure 23: Analysis of the Responses .................................................................... 40
Figure 24: Overall Rating of the Course by the students ..................................... 42
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List of Tables Table 1: Instructional Design ................................................................................... 14
Table 2: Chapterisation Scheme .............................................................................. 20
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Certificate of Originality
This is to certify that this Project is my original work which has been submitted
as partial fulfillment of the requirements of the Post-Graduate Diploma in eLearning
Programme of Staff Training and Research Institute of Distance Education, Indira
Gandhi National Open University. This work has not been plagiarized in any way. It
has also not been submitted to any other agency in any kind in part or full. The
sources used in the Report have been duly acknowledged and referenced.
S K Pulist PGDEL-131812560
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Acknowledgement
The Project Report speaks about the process of needs analysis, design,
development, implementation and evaluation of an online course on ‘Evaluation of
Training’. The Report narrates the different steps involved in the journey. It also
includes the lessons learnt in the process and shares recommendations for design,
development and launch of a similar online programme.
I would like to thank IGNOU for allowing me admission to PGDEL Programme
and giving me the opportunity to work on this Project. I humbly acknowledge the
guidance and support extended from time to time by the Programme Coordinators
Prof. Santosh Panda and Ms Mythili Gowtham. Their progressive scaffolding helped
me in developing myself from a learner to an online programme administrator and
then an eTeacher. The timely technical help extended by Ms Mythili made my
journey on the Moodle smooth. My thanks are due to the Technicians of eGyankosh
who worked hard for ensuring uninterrupted virtual connectivity. The Virtual
Classroom launched through AdobeConnect gave me an exclusive experience and
exposure. I got an opportunity to exchange my experiences with my fellow learners
while in the Workshop and even thereafter. I thank the Coordinators for making the
Workshop a part of the instructional design of the programme and my fellow learners
for becoming part of my learning experience.
Last but not the least, I am thankful to my family for standing by me while I
was experimenting and documenting this Project.
S K Pulist
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Chapter 1: Background and Introduction
1.1 Introduction
The training is an important component of human resource development
activities. While it helps an individual in bridging the gap between his actual and
expected performance for accomplishment of a task, the organisation benefits from
the improved knowledge, skills and attitudes of that individual. The component of
training helps in converting an individual into an asset for the organisation. The
concept of training and development has gained more focus in the wake of
awareness of human resource development activities in the organisations.
1.2 Rationale of the Course
The people engaged in training and development activities are not normally
trained. They learn different tools and techniques for carrying out different training
related activities during the course of their job only. With the development of
management techniques and organisations becoming sensitive to the requirements
of the human resource, more money is now spent on capacity building and staff
development activities. The awareness has also increased among the senior
management of the organisations with the commitment of National Policy on Skill
Development that at least 2.5% of the salary budget should be spent on training and
other continuous skill enhancement activities for the staff. However, how to assess
the impact of such activities on the organisational objectives is again an arduous
activity which most of the organisations though interested, do not perform due to
extra cost.
In view of the above, it was thought appropriate to develop an online
programme which could help the training functionaries to evaluate different
components of the training programmes and establish the actual worth not only for
the individual but for the organisation as well.
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1.3 Needs analysis of the Target Audience
The people working in Training and Development Units of different
organisations were contacted. The idea of the development of an online programme
on the theme was appreciated. The needs of these people with regard to training
and development activities in their respective organisations were discussed and their
comments and suggestions on the nomenclature of the programme were sought. The
needs analysis proved that the personnel involved with training of human resource
development in the organisations are normally not trained in this area of
specialization. They just learn by doing with the passage of time on the job through
hit and trial method. It could have been ideal if sufficient opportunities were made
available to such people without letting them leave their job to learn professionally
and excel in this area. ‘How to evaluate the worth of a training programme
conducted by them’ was an area which they required to be attended to with special
skills and knowledge. With this background, the programme on evaluation of training
was proposed to be conducted through online mode.
The content of the programme was chosen to suit the requirements of the
personnel involved with training and development activities in public and private
organisations.
1.4 Assumptions
The programme on ‘Evaluation of Training’ is a specialised programme which
is designed for a specific target group. The programme expects a person having full
knowledge of tools and techniques being implemented and used in conduct of
training and development programmes across the industries and organisations. It
was expected that the persons joining this programme would fully understand the
importance and need of evaluation of a training programme. With this
understanding, the client group is supposed to be working in training development
units/organisations handling training and development and capacity building
activities. Since the programme was launched online, therefore, the entrants were
expected to be computer literate and be able to use different online and web-based
tools meant for programme delivery.
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1.5 Methods
The course has been launched completely online and therefore, the learners
were made to carry out all activities online. However, in order to know their learning
style a Learning Style Index was provided to them the feedback on which was used
for developing the audio/video programmes and other content for the course. The
Metacognitive Thinking Skills Scale was provided to the learners to enable them to
know their strengths and weaknesses and capitalise on the former. The reading
content was provided to the learners with Moodle. Audio and Video programmes
were uploaded as part of the learning material. A list of suggestive reading material
was also provided to enable them to go for additional material if they so desired. The
virtual classroom was organised with the help of WizIQ (an online educational
platform). In order to enable the learners use the Moodle and WizIQ comfortably, an
orientation session was kept in the beginning of the course on how to use these
platforms.
1.6 Supports Received
The Moodle platform for launching of the course was provided by the
University. The eGyankosh provided the technical support for running the
programme on Moodle. The Programme Coordinators of the PGDEL Programme
provided all the required help. They were prompt in removing the doubts on conduct
of any activity.
1.7 Limitations
The programme was launched online, therefore, it was thought appropriate to
provide full content online. Since the e-content as desired was not fully available
freely online, some of the core content had to be developed by the author. The
Moodle was slow due to connectivity and took longer time in uploading the files.
Therefore, more patience was required for working on this platform. The students
selected for the programme were busy in their own activities and therefore, could not
spare time conveniently. The programme was of 2 credits (60 study hours) and was
to be completed in a month’s time, therefore, it required at least 2 hours of
commitment daily from the students. In view of this, out of more than 15 students
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enrolled for the course, only 5-6 were found active. Since this was an experiment, the
interest of the students was also limited in the course. However, the learners were
time and again persuaded to complete different activities which they could not do
many times in spite of their will.
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Chapter 2: Design of the Course
The course has been designed following the ADDIE model of Instructional
Design (Merrill, 1994). The course under reference is a part of the Certificate
Programme in Training and Development which is a 16–Credit Programme
containing 4 courses of 4 credits each. The concept map of the programme is
presented in Figure 1.
Figure 1: Concept Map of Programme in Training and Development
2.1 Title of the Course:
“Evaluation of Training”
The Course is of 2 Credits containing 8 Chapters.
2.2 Instructional Design
The course has been designed keeping in view the needs and requirements
of the individuals working in the area of human resource development in different
organisations. The content of the course has been specially designed so as to
provide the learners with full working knowledge of evaluating of training
programmes. The Instructional Design of the Course is presented in Table 1.
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Table 1: Instructional Design
Major Content Area/ Topics
Specific Objectives Media to be used
Interactive tools
Assessment tools
Course-3 Learner will be able to:
Explain the concept, definition and principles of evaluation of training
Explain and justify the need for evaluation of training
Identify and mark various stages of evaluation
Explain and apply various methods of evaluation
Choose an appropriate method of evaluation of training in a given context.
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 1:
Concept,
Definition
and Need
for
Evaluation
Learner will be able to:
Explain the concept of evaluation of training
Define the evaluation of training
Explain and establish the need of training
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 2:
Principles of
Evaluation
Learner will be able to:
Explain the various principles of evaluation of training
Define the role of the evaluators
Report the results on the basis of available data
Make clear assumptions on the basis of which
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
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evaluation design will be based
Chapter 3
and 4:
Typologies
of
Evaluation
Learner will be able to:
Explain the various types of evaluation
Explain various models of evaluation
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 5:
Stages of
Evaluation
Learner will be able to:
Explain the various stages of evaluation
Compare various models of evaluation
Set different stages of evaluation in a given situation
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
Chapter 6,
7 and 8:
Evaluation
Methods
Learner will be able to:
Explain the various methods of evaluation of training
Explain various pre-requisites for undertaking evaluation work at different stages
Undertake different activities for evaluation at pre-training stage
Apply evaluation mechanism at during training stage
Set the mechanism for evaluation at post training stage
Use various devices and tools at different stages of evaluation.
Audio, video, text
Discussion forum, Virtual classroom
Quizzes, CMA, TMA,
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2.3 Framework of the Course
The Course on ‘Evaluation of Training’ was launched online and therefore,
different software and online tools were used to provide academic and administrative
support to the learners. Broadly, the following methods were used for different
activities of the programme:
Moodle - the Mainframe: The Moodle was used for providing overall framework of
the programme and its different chapters. The learners were supposed
to login on the Moodle which further directed them to the concerned
site/content as per choice.
Conduct of Survey: It was thought appropriate to know about the learning styles of
the learners so that different learning objects could be designed and
created keeping in view their styles. At the same time, it was also
thought necessary to acquaint the learners with their metacognitive
thinking skills. In order to launch the questionnaires on both the above,
GoogleGroup was used.
Introduction Section: An introduction section was created for the benefit of the
learners which carried the content related to introduction to the course
and the facilitator. The ‘Voki’ ‘Avtar’ – the online narrator with modulated
voice was used for this purpose.
News Forum: The Moodle News Forum was used to provide relevant information
about the course to the learners.
Collaboration tool: GoogleGroup was used to provide an informal collaborative
platform to the learners where they could share their views with peers.
Dissemination of course content: The digital reading content was provided with
the help of ‘Blog’ which was updated from time to time with the required
content for the Chapters. The Videos from YouTube relevant to the topics
were also provided through the Blog.
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Audio/Video Programmes: The Audio and Video programmes were launched
through the ‘ScreenCast’ website which was linked to the Moodle.
Quizes: The Quizzes and Computer Marked Assignments (CMAs) were created and
launched on the Moodle.
Programme Evaluation: A questionnaire survey was designed for administering on
the learners for programme evaluation purposes which was launched on
‘qualtrics.com’ and linked to the Moodle.
Virtual Classroom: In order to provide online interaction on the programme and
conduct online sessions, WizIQ platform was used.
Session Scheduler: In order to decide the schedule for virtual
interaction/classroom, programme scheduler ‘Doodle’ was used which
provided for marking the available time for facilitating a common available
time with the participants. The link of this scheduler was emailed to the
participants with a request to mark the available time for the virtual
classes.
2.4 Software Used
Launching an online course is a sophisticated activity. Keeping in view the
requirements, the following software were used to handle different components of the
course:
MS-Word : to create the reading e-content (text) MS-PowerPoint : to create presentation slides Audacity : to create audio programmes Camtasia : to create video programmes TipCam : to capture the screen Moodle : to launch the programme WizIQ : to conduct virtual classes FreeMind : for concept mapping AllVideoConverter : to convert the audios / videos in different formats
2.5 Self-learning Material
The content used for the course has been developed following a mixed
approach i.e. some of the content has been developed by the author himself and
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remaining part of the content has been made available from the OERs. The course
content consisted of the text, audio/video files and power point presentations. While
content developed by the author was made available through LMS (with link to blog),
the external content was made available through web links. The audio/ video
programmes and presentations were suitably integrated with the main content
keeping in view the learning objectives of the chapters.
2.6 Teaching and Learning Process
The learners took self-study of the content. While audio/video programmes
including presentations provided learning support to the students and helped in
clearing various concepts, the discussion forum provided through GoogleGroup gave
them an opportunity to share their views and discuss the topics of common interest
with peers. The virtual classroom activities were organised through WizIQ twice a
week for two hours as per convenience of the students.
2.7 Assessment Strategy
The multiple-channel assessment strategy was adopted for this course. In
the first instance, the learners were tested on their understanding of different
concepts with the help of reflective questions. These questions were based on the
objectives of the concerned chapter and were provided to them before they started
the course. They could try to find out the answers to those questions and construct
their knowledge. This activity was supposed to keep them focused and prevent from
getting distracted through attraction of other irrelevant but interesting web links.
During the course, the learners were evaluated on the basis of their
interaction in the discussion forum, group discussion initiation/interaction and
moderation (these were used for feedback only with no weightage), computer
marked assignments and tutor marked assignments.
At the term-end level, the learners were given tutor marked assignment and
they were required to submit brief answers to the questions given. These were
evaluated as part of the summative assessment. The following methodology was
adopted for learner’s performance evaluation:
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Evaluation Methodology
Reflective Questions : Internal feedback Self-Check exercises : Internal feedback Discussion Forum : feedback only Tutor Marked Assignments : 70% weightage Computer Marked Assignments : 30% weightage Total Marks : 100
2.8 Programme Evaluation
The Programme evaluation is an important activity in order to know the quality
of a programme, its effectiveness and impact upon the learners. The systematic
approach was adopted for evaluation of this course also. The learners were
administered an online questionnaire survey at the end of the course to provide
feedback on different components of the course. They were requested to provide
their free and frank feedback. The feedback so received was analysed and the
findings have been presented in Chapter 4 of this Report.
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Chapter 3: The Course
The course has been presented using a multiple-media approach. The
different components of the Instructional Design have been media-mixed in a way
that suits the learning styles of the individual learners. While the lessons have been
provided through text files, the audio and video lectures have been used to
supplement the course. The PowerPoint presentations have been included wherever
necessary.
3.1 Chapter Scheme
The course on ‘Evaluation of Training’ has been divided into 8 Chapters.
Each chapter has been systematically presented for the benefit of the learners. The
chapterisation scheme of the course is given in Table 2.
Table 2: Chapterisation Scheme
Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
BLOCK 1
Unit 0: Rationale and Background of the Course
Chapter 1: Concept, Definition and Need for Evaluation
1.1 Learning Outcomes ppt, audio PPT, audacity
1.2 Reflections Text html/text
1.3 Introduction Text, video html/text, VC
1.4 Concept of Evaluation Text, video html/text, VC
1.5 Definition Text, video html/text, VC
1.6 Need for Evaluation Text, video html/text, VC
1.6.1 Why to evaluate? Text, video html/text, VC
1.6.2 When to evaluate? Text, video html/text, VC
1.6.3 What to evaluate? Text, video html/text, VC
1.6.4 How to evaluate? Text, video html/text, VC
1.7 Summing up Text, video html/text, VC
1.8 Self-Check Exercises Text html/text
1.9 Bibliography and further readings
Text html/text
Chapter 2: Principles of Evaluation
2.1 Learning Outcomes ppt, audio PPT, audacity
2.2 Reflections Text html/text
2.3 Introduction Text, video html/text, VC
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Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
2.4 Principles of Evaluation Text, video html/text, VC
2.4.1 Clarity Text, video html/text, VC
2.4.2 Objectivity Text, video html/text, VC
2.4.3 Reliability Text, video html/text, VC
2.4.4 Feasibility Text, video html/text, VC
2.4.5 Evaluation: A process Text, video html/text, VC
2.4.6 Evaluation Design Text, video html/text, VC
2.5 Role of the Evaluator Text, video html/text, VC
2.6 Reporting of Evaluation Data Text, video html/text, VC
2.7 Level of Training Techniques Text, video html/text, VC
2.8 Summing up Text, video html/text, VC
2.9 Self-Check Exercises Text html/text
2.10 Bibliography and further readings
Text html/text
Chapter 3: Typologies of Evaluation-1
3.1 Learning Outcomes ppt, audio PPT, audacity
3.2 Reflections Text html/text
3.3 Introduction Text, video html/text, VC
3.4 Typologies of Evaluation Text, video html/text, VC
3.4.1 Hamblin’s Model Text, graph, video html/text, VC
3.4.2 Kirkpatric’s Design Text, graph, video html/text, VC
3.4.3 Warr’s Framework Text, graph, video html/text, VC
3.5 Summing up Text, video html/text, VC
3.6 Self-Check Exercises Text html/text
3.7 Bibliography and further readings
Text html/text
Chapter 4: Typologies of Evaluation-2
4.1 Learning Outcomes ppt, audio PPT, audacity
4.2 Reflections Text html/text
4.3 Introduction Text, video html/text, VC
4.4.1 Virmani and Premila’s Model Text, graph, video html/text, VC
4.4.2 Peter Bramley’s Model Text, graph, video html/text, VC
4.4.3 David Reay’s Approach Text, graph, video html/text, VC
4.5 Summing up Text, video html/text, VC
4.6 Self-Check Exercises Text html/text
4.7 Bibliography and further readings
Text html/text
BLOCK 2
Chapter 5: Stages of Evaluation
5.1 Learning Outcomes ppt, audio PPT, audacity
5.2 Reflections Text html/text
5.3 Introduction Text, video html/text, VC
5.4 Stages of Evaluation Text, video html/text, VC
5.4.1 Pre-Training Text, video html/text, VC
5.4.2 During Training Text, video html/text, VC
5.4.3 Post-Training Text, video html/text, VC
5.5 Summing up Text, video html/text, VC
5.6 To-Do Activity Text html/text
5.7 Bibliography and further Text html/text
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Chapteri-sation/
Description Design Phase Development Phase (VC: Virtual Class)
readings
Chapter 6: Evaluation Methods-1
6.1 Learning Outcomes ppt, audio PPT, audacity
6.2 Reflections Text html/text
6.3 Introduction Text, video html/text, VC
6.4 Pre-Training Evaluation Text, video html/text, VC
6.4.1 Identification of Training Needs Text, video html/text, VC
6.4.2 Evaluation of Performance Standards
Text, video html/text, VC
6.4.3 Evaluation of Training Objectives
Text, video html/text, VC
6.4.4 Evaluation of Trainee’s Profile Text, video html/text, VC
6.4.5 Input Evaluation Text, graph, video html/text, VC
6.5 Summing up Text, video html/text, VC
6.6 To-Do Activity Text html/text
6.7 Bibliography and further readings
Text html/text
Chapter 7: Evaluation Methods-2
7.1 Learning Outcomes ppt, audio PPT, audacity
7.2 Reflections Text html/text
7.3 Introduction Text, video html/text, VC
7.4 During Training Evaluation Text, video html/text, VC
7.5 Precautions for Mid Course Review
Text, video html/text, VC
7.6 Summing up Text, video html/text, VC
7.7 To-Do Activity Text html/text
7.8 Bibliography and further readings
Text html/text
Chapter 8: Evaluation Methods-3
8.1 Learning Outcomes ppt, audio PPT, audacity
8.2 Reflections Text html/text
8.3 Introduction Text, video html/text, VC
8.4 Post Training Evaluation Text, video html/text, VC
8.4.1 Reaction Evaluation Text, video html/text, VC
8.4.2 Learning Evaluation Text, video html/text, VC
8.5 Job Behaviour Evaluation Text, video html/text, VC
8.5.1 Width Techniques Text, video html/text, VC
8.5.2 Depth Techniques Text, video html/text, VC
8.6 Job Improvement Plan Text, video html/text, VC
8.7 Ultimate Value Evaluation Text, video html/text, VC
8.8 Follow Up of Results Text, video html/text, VC
8.9 Summing up Text, video html/text, VC
8.10 To-Do Activity Text html/text
8.11 Bibliography and further readings
Text html/text
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3.2 Features of the Course
The course has been developed as a comprehensive learning package so
that it is able to support the learners as per their learning styles. The salient features
of the course are briefly discussed below:
3.2.1 General Introduction
This section provides know-how about the course and its expectations from
the learners. The snapshot from Moodle is presented in Figure-2.
Figure 2: A ‘Brief’ on the Course
This Section provides for different items like concept map, objectives of the
course, course outline, instructional design, teaching learning process and
assessment plan as given in Figure 3.
Figure 3: Components of the ‘Brief’ on Course Page
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3.2.2 Introduction Section
This section welcomes the learners to the course and provides introduction to
the Facilitator and the course through video programmes. A GoogleGroup created for
interaction among the learners was also linked to this area The snapshot from
Moodle is presented in Figure 4.
Figure 4: Introduction Section
Use of Voki for the introduction section was interesting. It helped in catching
the attention of the learners. A snapshot of the Voki programme is presented in
Figure 5.
Figure 5: Course Introduction by Voki
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The Introduction Section provides for the following important components:
3.2.3 Learning Style Index
The Learning Style Index was developed with a view to know the learning
styles of the learners (Appendix 1). It was hosted on GoogleDrive and was linked to
the Moodle in the course area. The feedback received was used for developing
instructional components for the course. The Index prepared by Solomon & Felder
(n.d.) was taken as reference for preparing this Index. The Snapshot of the Index is
presented in Figure 6.
Figure 6: Learning Style Index
3.2.4 Meta-cognitive Thinking Skills Scale
The Metacognitive Thinking Skills Scale was designed with a view to helping
the learners know their different skills (Appendix 2). The scale was expected to help
the learners know their week areas so that they could work on improving these areas
and capitalize on the strong areas. The Scale designed by Tuncer & Kaysi (2013)
was taken as reference for preparing this Scale. The snapshot of the scale is
presented in Figure 7.
Figure 7: Metacognitive Thinking Skills Scale
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3.2.5 Schedule Finaliser
Since the learners were fulltime working people, there was a limitation of
availability of common free time with them all in order to enable them to attend the
virtual classes. Therefore, in order to know their common free time, help of Doodle
was taken and a scheduler was prepared on which the learners were asked to
provide the information about time availability. Efforts were made to host the virtual
class when maximum number of learners was available. The Snapshot of the
Doodle is presented in Figure 8.
Figure 8: Virtual Class Scheduler
3.2.6 Introductory Class on WizIQ
Since the Moodle was to be used for offering the course and virtual
classes were to be conducted through WizIQ, it was thought appropriate to
given the learners an introduction to both the Platforms so that they could
work on them comfortably. Therefore, an introductory class for Moodle and
WizIQ explaining various features which the learners would be using for
undergoing this course was conducted. The snapshot of the WizIQ course
area is presented in Figure 9.
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Figure 9: WizIQ platform
3.2.7 Suggested Reading Material
This section provides a list of suggestive reading material which the learners
could refer in addition to the content provided. The Snapshot is presented in Figure
10.
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Figure 10: List of Suggested Reading Material
3.2.8 Learning Outcomes and Reflective Questions
Each chapter has been provided with Learning Outcomes and Reflective
Questions. The learning outcomes put forth the expectations from the learners after
having gone through the chapter.
Figure 11: Learning Outcomes and Reflective Questions
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On the other hand the reflective questions provided the learners with an
opportunity to assess their knowledge about the topic before they really go through
the content. The learners were expected to match the possible answers pre and post
reading of the chapter. The Moodle snapshot of the same is presented in Figure 11.
3.2.9 Discussion Forum
A discussion Forum was created on the Moodle for the learners. The
learners were supposed to discuss the topic given by the coordinator/facilitator.
Once all the learners had commented on the topic, a collective review of the
comments was to be taken which was to be moderated by the coordinator. The
snapshot of the discussion forum is presented in Figure 12.
Figure 12: Discussion Forum
A GoogleGroup on ‘Evaluation of Training’ was created for the course with
membership to all the learners. This group provided the learners a common informal
platform where they could discuss about their problems related to different topics of
the course and also the progress made by them. The Group helped in building a
‘community of practice’ and motivated the learners to help each other, learn from
each other and appreciate each other’s works. The snapshot of the GoogleGroup is
given in Figure 13.
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Figure 13 GoogleGroup created as ‘Community of Practice’
3.2.10 General Content
The learning content for each of the chapters based on the course curriculum
was provided in the following different forms keeping in view the learning styles of the
learners:
Audio programme
The audio content of each chapter was provided in the form of Audio
Programme uploaded on screencast.com and linked to Moodle to enable the link to
open as pop-up. The snapshot of the programme is presented in Figure 14.
Figure 14: Audio programme
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Video programme
The recorded video lectures on each chapter were provided on the Moodle
the same way as the audio programmes were provided. The video programmes also
were able to open as pop-up. It facilitated the learners not to leave the Moodle
platform while viewing the lecture. They could put the pop-up off, the moment lecture
was over. The Moodle Snapshot is presented in Figure 15.
Figure 15: Video programme
Reading Content
The reading content was provided to the learners through Blog. The material
was uploaded on the Blog and was linked to the Moodle. The learners were able to
view the content without losing the contact of the LMS. This was arranged through a
pop-up window. The snapshot of the Blog presenting the reading content is
presented in Figure 16.
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Figure 16: Blog providing the Reading Content
PowerPoint presentation
The PowerPoint presentations used for lectures were also uploaded on the
relevant chapter section so that the learners could make their own explanations while
viewing the slides. The same slides were used for preparing video presentations and
virtual classroom.
Virtual classroom
The WizIQ was used to provide virtual classes to the learners. The lectures
were organised twice a week after taking availability of time with the learners through
‘Doodle’. The snapshot of the virtual class in progress in presented in Figure 17.
Figure 17: Virtual Class on WizIQ in progress
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Tutor Marked Assignment Tutor Marked Assignments (TMAs) were part of the formative and summative
assessment of learner’s performance as per the assessment plan for the course.
The TMAs were provided through the Moodle. The snapshot of the TMA provided on
the Moodle is presented in Figure 18.
Figure 18: Tutor Marked Assignment
Computer Marked Assignment
The Computer Marked Assignments (CMAs) were made part of the formative
assessment of the learner’s performance in the course. They were designed and
developed in the Moodle itself. The snapshot of the same is presented in Figure 19.
Figure 19: Computer Marked Assignment
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Term End Examination
The Term End Examination for the course was conducted through Tutor
Marked Assignment (TMA). The learners were given topics with word limit and were
asked to upload their answers on the LMS. The same were evaluated offline. The
snapshot of the TMA meant for the Term End Examination is presented in Figure 20.
Figure 20: Tutor Marked Assignment
Grade Report
As mentioned earlier the evaluation methodology for the course included
formative and summative evaluation through TMA and CMA. The Grade Report
reflected the grades /percentile marks obtained by each of the learners who
appeared for the respective items. The snapshot of the Grade Report is presented in
Figure 21
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Figure 21: Grade Report of the Learners
Programme Evaluation
The Project Guidelines for the MDEP-5 envisaged for evaluation of the course
developed and launched by the learners as part of their Project based on the
learners’ feedback. In view of this, with a view to having the feedback of the learners
who participated in the course, a questionnaire survey was designed and uploaded
on the Qualtrics.com. In all 18 items on different aspects of the course were kept in
the tool. The learners were requested to give their free and frank feedback about the
course through this survey. The responses received were analysed and the results
are presented in Chapter 4.The snapshot of the survey is presented in Figure 22.
The complete questionnaire is appended as Appendix 3.
Figure 22: Questionnaire Survey launched on Qualtrics.com
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The full course has been presented as a self-sustained package for the
learners. It was integrated to provide access to all the relevant resources spread
across the Web on single platform on a click-away distance.
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Chapter 4: Learning Experiences
The course was implemented online through the Learning Management
System (Moodle) provided by IGNOU. The Course was delivered to the registered
learners as per the plan mentioned in the forthcoming paragraphs.
4.1 Implementation Plan
The course on ‘Evaluation of Training’ contained 8 Chapters. The following
timeline was followed for implementation of the course:
The course was rolled on 28th October, 2013 for four weeks’ time. Since the
course was of 2 credits, 60 hours of student study was mandatory. Therefore, 2
chapters were taken every week for study. This was extra workload on the students.
While all other activities were kept as per the plan, there were two virtual classes
every week. The students were requested to go through the content provide to them
through the Blog1 linked to Moodle with the help of pop-up window. Quizzes and
computer marked assignments were provided to the students as per requirement of
the course instructional design. The tutor marked assignments were also provided
as per evaluation methodology of the course. The students were requested to
adhere to the timeline for submission of these components.
4.2 Course Activities
The first activity for the course was to register the interested students to the
course. In the beginning 10 students were identified and registered to the course.
However, due to their pre-occupation, they could not spare time and showed inability
to follow the timeline. But since the course was to be completed in a time-bound
manner, therefore, another lot of 6 students was registered. They were requested to
spare time from their busy schedule and undertake this course seriously. They were
1 http://evaluationoftraining.blogspot.in/
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assured of all help. It was also assured that the virtual classes would be held only on
the time convenient to majority of the students.
The course was launched as per the schedule discussed above. The students
were briefed about the course, its requirements and expectations from them. In order
to know their learning style, a learning style index2 was administered on the learners.
At the same time a Metacognitive thinking skills scale3 was also introduced to enable
the learners know their skills so that they could improve upon the desired areas. A
special session of virtual class was arranged on the WizIQ. The Moodle platform and
WizIQ were introduced to the students through this class. Different aspects of the
platform and tools available to them for use were thoroughly explained. They were
demonstrated as to how to perform different student activities on both the above
platforms so that their experience becomes enriching rather a burden on them.
The learners were requested to upload their photo and complete the profile
on the Moodle. They were introduced to the course and the course facilitator with the
help of the Voki audio/video files4. They were requested to make maximum use of
the GoogleGroup5 specially created for the course to share their views on different
topics. The study material for each chapter was provided through the Blog. The
students were requested to go through the audio and video presentations provided
with each of the chapters. The PowerPoint slides were also provided with each of
the chapters in order to help them to build their own presentation on the topic.
Each Chapter was introduced starting with the learning outcomes for that
Chapter and the reflective questions based on the content to be undertaken by the
students for that forthcoming course. They were requested to build their answers
before they really went through the content so that they could test their prior
knowledge about the course.
2
https://docs.google.com/a/ignou.ac.in/forms/d/1KwRJPIakhl9coXtWm8JsX5IMcQQwdEawEAGUxY7hzKA/viewform 3
https://docs.google.com/a/ignou.ac.in/forms/d/1uWofNeom8UK0UueJPUq_tyw9x2A8ZvX8I6m5VRza49g/viewform 4 http://www.voki.com/pickup.php?scid=8413485&height=267&width=200
5 https://groups.google.com/forum/#!forum/evaluationoftraining
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As committed by the course facilitator, Doodle6 was used to decide the
common time for organizing virtual classroom. The chapters were then covered
through virtual classes organized twice a week through WizIQ. A small introduction
of the course was provided on the WizIQ before the class was started. The slides
were uploaded on the platform and then discussed with the students. They were
suggested to ask questions anytime during the lecture so that they do not waste their
time in framing and re-framing the same question till such time they were not heard.
The News Forum on Moodle was used from time to time to disseminate
important information on the course for the benefit of the registered students. The
Moodle Discussion Form was used to discuss pre-decided topics and receive
comments from the learners so that they could be then commented upon by the
peers and discussed as a group.
4.3 Self Assessment
The self assessment activities were provided through Moodle. The reflective
questions were provided with each chapter to enable the students to assess their
prior knowledge. This was a mechanism followed to provide feedback to the students
which was instant in this case since the student would immediately know as to what
was known to him/her and get focused primarily on those topics where he/she was
lacking in knowledge.
4.4 Formative Assessment
The formative assessment was used for continuous monitoring of the
progress of the students in the course. Quizzes and computer marked assignments
(CMA) formed part of the formative assessment methodology. The students were
asked to perform and attempt these quizzes and CMAs carefully since they were to
be evaluated and their grades/marks were to be added to the final Grade Report of
each learner.
6 http://doodle.com/skpulist
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4.5 Summative Assessment
The Tutor Marked Assignments (TMAs) were used as the tool for summative
assessment of the performance of the students. The students were requested to
attempt the question as provide in the TMA made available on the Moodle and
upload the file containing their answers in the specified assignment uploading area of
Moodle.
4.6 Course Evaluation
The Course evaluation was a compulsory component of the project report.
Therefore, a questionnaire containing 18 items was designed covering different
aspects of the course related to design and delivery. This questionnaire was
uploaded on the Qualtrics.com7. The students were asked to provide their feedback
freely. Since there were only 6 students active in the course, the responses were
received only from them. A snapshot of the responses received from the students is
presented in Figure 23.
Figure 23: Analysis of the Responses
7 https://qtrial.qualtrics.com/SE/?SID=SV_2bLfEppUMotiAXb
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4.7 Findings
The feedback received from the students through course evaluation survey
was analysed in the light of the objectives of course evaluation. The findings are
presented as follows:
4.7.1. The objectives drawn for the course were found appropriate by the learners.
4.7.2. Instructional Design of the course was appropriate and was able to
accommodate the learning styles of the learners.
4.7.3. The 'Metacognitive Thinking Skills Scale' helped the learners in
understanding their own Metacognitive Thinking skills.
4.7.4. The instructional components (reading content, audio/video programmes,
blog, quizzes, group discussion forum and virtual classroom) were relevant
and appropriate, and their quality was good. Their presentation style was also
found appropriate by the learners.
4.7.5. The students liked the idea of linking the external resources containing the e-
content of the course to the Moodle.
4.7.6. The video programmes were the first preference of the students followed by
virtual classroom as the second and audio programmes & quizzes as the third
preference.
4.7.7. The students were comfortable ‘to some extent’ (not fully) in use of Moodle
and WizIQ platforms.
4.7.8. The course was able to meet the expectations in case of majority of the
students and they were benefited from the course.
4.7.9. The major problems highlighted by the students were: Moodle took longer
time in opening and internet connectivity was problematic.
4.7.10. The idea of providing metacognitive thinking skills scale and learning styles
index was appreciated by the students. They also liked the idea of providing
a separate section on ‘introduction’.
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4.7.11. The overall rating for the course as give by the students was Excellent (50%)
and Very Good (50%) (Figure-24).
Figure 24: Overall Rating of the Course by the students
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Chapter 5: Lessons Learnt and Recommendations
While going through the programme, I experienced different situations which
need mention and sharing these experiences may help the students undergoing this
programme.
5.1 Lessons Learnt
The PG Diploma in eLearning is a programme par-excellence. It maintains its
uniqueness in many ways including the following:
5.1.1 It covers an upcoming area of specialisation (eLearning/online learning) of
open and distance learning. It has its own place even in face to face mode
of education.
5.1.2 It deals with theory of eLearning and other related areas and enables the
learners to put their theoretical knowledge to practice as an inbuilt
requirement of the programme.
5.1.3 The programme covers the whole experience of making of an eTeacher and
provides a learner the opportunity to act as a student, as a system
administrator and then as an eModerator/ eFacilitator/ eTeacher at the same
time during different phases of the programme.
To enroll in this programme as a student and successfully complete is an
amazing experience for anybody without exception and the same is true in my case.
It has been an excellent learning experience for me. The dedication and commitment
of high order is required to complete the programme. I am happy that I have been
able to keep myself composed and focused while undergoing this programme. Of
course it could have not been possible without the incessant support and help
extended by our two Programme Coordinators. While I have been able to sail
through the programme smoothly, I would like to share my experiences of launching
the course on ‘Evaluation of Training’ as under:
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5.1.4 A student, though enthusiastically, enters into a distance education
programme, however, is not able to sustain the same pace throughout the
programme and with the result either he would become a drop out adding to
the attrition rate or would be an inactive learner slowly meeting the
unsuccessful dead-end. The same is true in my case also. Initially I
registered 10 students for the course with their consent to spare the required
time for the course. However with their behaviour, it took me not long to
realize that my experience with them may fail given the current situation lasts
for long. Therefore, I registered another lot of 6 students who were not so
busy as the earlier ones. I chased them constantly with the timeline for the
course and helped and persuaded them constantly for completing the given
activities within the timeframe.
5.1.5 In order to build a ‘community of practice’ I introduced the GoogleGroup and
requested the students to use it as an informal discussion forum not to be
evaluated for the course. But the students were not able to use this forum to
its capacity probably due to the following reasons:
5.1.5.1 their services for me were voluntary,
5.1.5.2 participation in the group was not compulsory for the course,
and
5.1.5.3 they were busy with their activities and could not participate in
all the activities except the core and compulsory activities for
the course.
I realised that maintaining the interest of the learners in an online
programme and keeping them actively engaged throughout, is a great
challenge.
5.1.6 Lack of tech-savvy nature of the learners comes in the way of their
successfully handling different activities in the eLearning environment. In my
case the students were not comfortable in using the Moodle and WizIQ
platforms. In order to enhance their comfort zone and enable them to at least
use the platforms, I organised an introductory session for them and that really
worked.
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5.1.7 It requires more alertness and activeness for the learners to handle eLearning
activities. In order to help them do this, they have to be kept busy in one or
the other activity where they should demonstrate not only before the facilitator
but also the peers.
5.1.8 In order to reduce the load on the eLearning platform, alternative resources
for storage of content and then linking (integration) should be used.
5.1.9 The learning style index and metacognitive thinking skills scale aroused the
interest of the learners in the course as a component not seen before by them
which indirectly paid me by sustaining their interest in different activities of the
course.
5.1.10 Since the students were busy in their life, it was difficult to find a common
convenient time for them all for organizing live activities. If they agreed, even
then all of them would not be able to do at the very point in time.
5.2 Recommendations
Having gone through the whole process of design, development,
implementation and evaluation of an online programme, I would like to make the
following recommendations which can make the process enjoyable and smooth:
5.2.1. We should be cautious while enrolling the students for such an experiment.
Only the students who can easily spare time for different activities for this
experiment should be enrolled.
5.2.2. Interest of a student plays an important role in enabling him/her to complete
different activities as required and participate actively in the experiment.
Therefore it should be ensured that the student enrolled is really interested in
carrying out this programme and that it will help him/her in enhancing his/her
skills in some way or the other which would be useful to him/her in life/career.
5.2.3. The pre-requisites for the programme should also be carefully checked with
the desirous students failing which it will be difficult to bring them at par with
the expectation of the programme and extra effort would be required to do so
on the part of the experimenter.
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5.2.4. The learning style of the learner should be ensured in the beginning and
teaching/learning components should be designed keeping in view these
styles. This would save lot of time of the facilitator which could be utilized in
other constructive activities.
5.2.5. The students should be orientation for the platform they are going to use for
the eLearning programme. This is the time when support of the facilitator is
needed the most. Once the learner gets used to of the environment, he/she
would start exploring many things at his/her own out of interest in the
experience.
5.2.6. A constant follow up on the part of the facilitator is required for the online
learners. Therefore, they should not be left unmonitored and constant
contact/touch should be ensured.
5.2.7. The facilitator should help the learners in forming small peer groups which is
a great help for the novice who are new to the system. It has been seen that
the students are friendlier with their peers than the facilitator and share their
problems with them unhesitatingly.
5.2.8. Though ‘KEEP IT SIMPLE, STUPID’ dictum is best for online learning
programme as far as use of technology is concerned, the design of the
audio/video programmes and their presentation style should be attractive
which will help in maintaining interest of the students in the programme.
5.2.9. Use of scheduler for fixing an online activity e.g. virtual classroom is a noble
idea. If the learners chose time for an activity at their own, it is more likely
that they will ensure attending the activity in spite of all odds.
5.2.10. The online learners should not be put to too much writings for evaluation
purposes, rather they should be made to demonstrate their skills practically.
They should be asked to produce something practically which could be
evaluated on account of their performance in the programme e.g. in case of a
programme on accounting, they can be asked to prepare a small balance
sheet with different components instead of asking them to narrate the
different components of the balance sheet.
5.2.11. Constant and timely feedback acts as lifeline for the online learners. They feel
that somebody is there to help them anytime just at a mouse-click away.
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5.2.12. Timely technical support also plays an important role in sustaining the interest
of the students in the programme. Therefore, it is must for the
institution/facilitator to ensure timely technical support to the learners. An
honest confession would build confidence of the learners in the
facilitator/institution. Here also the informally formed peer groups can help
the learners among themselves. A student having little bit knowledge of
technical aspects can help other students in his/her group.
5.2.13. The assignment grades of different evaluative activities (quizzes, CMAs,
TMAs, Group Discussion, presentation etc.) should be informed to the
students/uploaded on the environment /platform without loss of much time
since in the absence of this, the students feel restless and get demotivated
feeling that their facilitator is not serious about these activities.
5.3 Conclusion
The Course on ‘Evaluation of Training’ was designed, developed and
implemented by me as part of the requirement of the PGDEL programme. However,
this experiment made me learn the intricacies and complicacies of launching such a
programme. Traversing through this experiment, I developed many skills which would
help me while I would be launching an online programme of any nature. During this
process first I learnt the theory of eLearning and then put it into practice by delivering
an online programme.
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References
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Educational Psychology, 24(4), 419-444.
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Gould, J. (2012). Learning theory and classroom practice in the lifelong learning sector. New Delhi: SAGE.
Hogan, K. & Pressley, M. (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.
Honey, P. & Mumford, A.(1986). Using Your Learning Style. Maidenhead: Honey.
Mayer, R. E. (1998). Cognitive, meta-cognitive and motivational aspects of problem solving. Instructional Science, 26(1-2), 49-63.
Merrill, M. D. (1994). Instructional Design Theory. Englewood Cliffs: Educational Technology Publications.
Mishra, S., Ed. (2009). E-Learning. New Delhi: IGNOU (STRIDE Handbook 8).
Oakley, L. (2004). Cognitive Development. Hove: Routledge.
Rheingold, H. (1995). The vitual community. London: Minerva.
Salmon, G. (2000). E-moderating: The key to teaching and Learning online. London: Kogan Page.
Siemens, G. (2005). A learning theory for the digital age. Instructional Technology and Distance Education, 2(1), 3-10.
Solomon, B. A. & Felder, R. M. (n.d.). Inventory of Learning Styles [http://www.engr.ncsu.edu/learningstyles/ilsweb.html]
Tan, L. (1999). The faceless facilitator: An impossible learning approach? Proceedings of online Educa, Berlin.
Tiffin, J. & Rajasingham, L. (1997). In search of the virtual class: Education in an information society. London: Routledge.
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Appendix-1
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Appendix-2
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Appendix-3
Questionnaire Survey for Programme Evaluation of the
Course on ‘Evaluation of Training’
Dear Friends,
This is the Questionnaire meant for evaluation of the Course on 'Evaluation of
Training' which has been designed, developed and launched as part of the fulfilment
of the Project requirements of the PGDEL Programme which I am pursuing with
IGNOU. You have undergone the course as learner and must have experienced
some good and bad moments while undergoing this course. You might have liked
some aspects of the Course while would like to criticize/appreciate some others
given an opportunity. I request you to share your experience and valuable comments
on different aspect of the course. Please respond to this survey sparing 5 minute's
time from your busy schedule. Your feedback will not only help me in building a
public view on the course but also will guide me in improving its delivery.
I wholeheartedly thank you for sparing time and participating in the survey. Cheers!!!
Dr S K Pulist Course Facilitator
Q.1 Please mention your name: ______________________________________ Q.2 The OBJECTIVES drawn for the Course were appropriate.
a) Yes Fully b) Yes to some extent c) Not at all
Q.3 The 'Meta-Cognitive Thinking Skills Scale' helped you in understanding your Meta-Cognitive Thinking Skills.
a) Yes Fully b) Yes to some extent c) Not at all
Q.4 Instructional Design of the Course was APPROPRIATE.
a) Yes b) No
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Q.5 Instructional Design of the Course was able to ACCOMMODATE your learning style.
a) Yes Fully b) Yes to some extent c) Not at all
Q.6 Please give your feedback on the RELEVANCE of the instructional
components
Very Good
Good Fair Poor Very Poor
Reading content
Audio Programmes
Video Programmes
Blog
Quizzes
Google Group
Virtual Classroom
Q.7 Please give your feedback on the APPROPRIATENESS of the instructional
components
Very Good
Good Fair Poor Very Poor
Reading content
Audio Programmes
Video Programmes
Blog
Quizzes
Google Group
Virtual Classroom
Q.8 Please give your feedback on the QUALITY of the instructional components
Very Good
Good Fair Poor Very Poor
Reading content
Audio Programmes
Video Programmes
Blog
Quizzes
Google Group
Virtual Classroom
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Q.9 You liked the idea of hosting the content on other sites and LINKING it to
Moodle Platform.
a) Yes Fully b) Yes to some extent c) Not at all
Q.10 The presentation STYLE of different instructional components was
Very Good
Good Fair Poor Very Poor
Reading content
Audio Programmes
Video Programmes
Blog
Quizzes
Google Group
Virtual Classroom
Q.11 Please give your PREFERENCE for different instructional components
______ Reading content
______ Audio Programmes
______ Video Programmes
______ Blog
______ Quizzes
______ Google Group
______ Virtual Classroom Q.12 You were COMFORTABLE in using the 'Moodle' Platform.
a) Yes Fully b) Yes to some extent c) Not at all
Q.13 You were COMFORTABLE in using the ‘WizIQ’ as Virtual Classroom
Platform.
a) Yes Fully b) Yes to some extent c) Not at all
Q.14 The Course was able to meet your EXPECTATIONS.
a) Yes Fully b) Yes to some extent c) Not at all
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Q.15 You got BENEFTTED from the programme.
a) Yes immensely b) Yes to some extent c) Not at all
Q.16 Please mention the PROBLEMS, if any, faced by you during pursuing this
programme. Q.17 Please give your REMARKS and SUGGESTIONS for improvement of the
programme. Q.18 How would you RATE the Course as a whole?
a) Excellent b) Very good c) Good d) Satisfactory e) Poor f) Very Poor g) Unacceptable
-o-o-o-