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Model of eLearning Project Evaluation
Jana Kapounova, Jana Sarmanova and Marketa Dvorackova
University of Ostrava, Czech Republic
Jana.Kapounova@osu.cz
Jana.Sarmanova@osu.cz
D10576@student.osu.cz
Abstract: The paper deals with the model of eLearning evaluation process, specifically with a proposal of
methods and means for eLearning project evaluation. There are many approaches to eLearning projects
evaluation. Let us consider eLearning as an educational project. An educational project, just like other projects, is
comprised of design phases, proceeding one after another and interrelating. An eLearning project passes
through several phases of its development: from planning through the development of study supports and the
pilot stage, to usage of project results in instruction, namely in distance learning. eLearning project can be
evaluated during each of its phase and as a whole project as well. It means for each phase of the project we
have to collect reliable information to determine criteria of the phase quality. After evaluation of the phase we
define feedback as a response to the results of performed analysis. In the present paper we want to demonstrate
our way of dividing the eLearning project into phases like phases of the system development life cycle. We
evaluate each individual phase. We have determined activities of evaluation, input information, outputs and
staffing of the activities. We chose information that employs as measures needed for quality evaluation of each
phase and of the project as a whole.
Keywords: evaluation of eLearning, eLearning project, project life cycle, eLearning project phases, project
evaluation
1. Introduction
The expansion of eLearning since the last century was very fast especially in universities and
corporate training sector. Information and Communication Technologies (ICT) were first used for
communication between students and teachers (via email), in the area of supporting study materials
(study texts, PowerPoint presentations, video recordings of lectures), and finally for the controlling
and management of studies (Lojda, 1999).
eLearning plays a crucial role in distance education, but it is also important in supporting face-to-face
studies. The most common form of study using eLearning is a combined form, sometimes called
blended learning.
With the rise of eLearning, many, especially managers of educational institutions, thought that the
eLearning form of instruction will be cheaper. This belief of eLearning being a not expensive solution
is still widespread among the public, even though some experts have warned about higher costs
associated with the implementation of eLearning from the very beginning. What affects the eLearning
projects then, what should we not neglect during their development and implementation? (Poulová,
2006)
Within the ‛eLearning Project Evaluation – the system approach’ project we intend to establish a
procedure (procedures) and determine factors that can affect quality, effectiveness and economy of
an eLearning project.
There are many approaches to eLearning projects evaluation. Most of theoretical studies and
examples of good practice deal with evaluation of study supports and ways of communication
between learners and instructors (Eger, 2004). The effectiveness of eLearning is with no doubts
affected by other factors as well which we will try to determine in our work (Freibergová, 2000). We
presume that the best way of how to prepare the methodology for eLearning evaluation should be the
system approach.
2. Some approaches to the problematic
The discussion of eLearning, or of its evaluation, requires us to define several terms. From a wide
range of definitions that are to be found throughout the relevant bibliography, we have accepted the
following.
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