Evaluation of blended learning: analysis of qualitative data
- Publisher:
- Australian Associate for Research in Education
- Publication Type:
- Conference Proceeding
- Citation:
- Blended Learning in Science Teaching and Leaning, 2005, pp. 56 - 62
- Issue Date:
- 2005-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
 | 2005001940.pdf | 754.56 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
When we implement changed in learning, such as blended learning, we wish to judge the impact of the reform. Evaluation is a process by which we make judgements about the worth of an educational deveopment. The difference in learning is subtle and deep and may be unexpected by those implementing the changes. Ways to explore these deep processsesin learning include interviews, observations and open-ended questionnaires targeting all concerned in the process such as students, teaching, administration and technical staff. This generates a mass of qualitative data that may are unaccumstomed to analysing. This paper will discuss the process of evaluation; give an example of evaluation and show how to analyse qualitative data. We will discuss the use of the software tool NVivo to assist with the analysis. Papers that use results f qualitative analysis of student learning in methematics and statistics include Petocz and Reid, (2001); Petocz and Reid, (2003); Reid, Petocz, Smith Wood and Dortins(2003). These papers show that students in classes have qualitatively different ways of experiencing mathematics and statistics and that this affects their learning. Kaczynski and Kelly (2004) describe a course that incorporates qualitative methodologies and analysis.
Please use this identifier to cite or link to this item: