The effectiveness of e-learning:An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness

Abstract A structured search of library databases revealed that research examining the effectiveness of e-Learning has heavily increased within the last five years. After taking a closer look at the search results, the authors discovered that previous researchers defined and investigated effectiveness in multiple ways. At the same time, learning and development professionals within public and private organisations are increasingly being asked to prove the effectiveness of their learning and development initiatives. This paper investigates the effectiveness of e-Learning through an integrative review. The paper answers the following research questions: How is the effectiveness of e-Learning defined? How is the effectiveness of e-Learning measured? What makes e-Learning solutions effective? The authors discovered 19 distinct ways to define effectiveness, the most common of which is ‘learning outcome’, appearing in 41 % of the articles examined in the literature review. Moreover, the most common way to measure effectiveness is quantitatively with pre- and post-tests. This paper includes an empirical study of an e-Learning solution for science teachers (K–12) which serves as a valuable addition to the findings of the literature study. The study suggests that it is difficult to use e-Learning to improve teaching performance, as participating teachers can apply several strategies to avoid substantially changing their work-related practices. Furthermore, the study shows that only using the fulfilment of pre-defined learning objectives as an effectiveness parameter does not allow developers and researchers to see unexpected and unintended changes in practice that occur as a result of the e-Learning program. Finally, the research provides insight into the validity of self-assessments

Erfaringer med brug af multimediecases

Første gang publiceret i UNEV nr. 1: Undervisningsformer på nettet, november 2003, red. Simon Heilesen og Helle Bækkelund Jensen. ISSN 1603-5518.Casebaseret undervisning har ligesom mange andre undervisningsformer fundet vej til de digitale, multimediale og virtuelle rum. Denne artikel beskæftiger sig med undervisningscases, der både er baseret på IKT-teknologier, i dette tilfælde webbaserede cases, og som er multimediale, dvs. gør brug af flere asynkrone og synkrone medieformer. Casene anvendes i dag primært som undervisningsmateriale i forbindelse med tilstedeværelsesundervisning, men bruges også i helt virtuelle online-forløb. I artiklen peges på områder, som kræver opmærksomhed under brug og udvikling af multimediecases, og på, hvordan en sådan undervisning kan gennemføres. Herunder gennemgås nogle forslag til værktøjer, som kan anvendes for at opnå en læringsproces, hvor de studerende er engagerede i undervisningen, og hvor de aktiveres til et højt refleksionsniveau, der både inddrager praksis fra casen, og som er funderet i fagets teori