Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program

Hatice Sancar Tokmak,Peter Fadde,H Meltem Baturay

doi:10.19173/irrodl.v14i3.1485

Abstract

<p>This study aimed to evaluate and redesign an online master’s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.</p>

Highlights

The growth of the Internet, rapid development of technology, and great demand for higher education, lifelong learning, and content-delivery approaches have meant that educational institutions are equipped with a variety of information and communication technologies (Sancar Tokmak, 2013)
Educators and other researchers have expressed numerous concerns about the quality of online education courses (Lou, 2004), and as researchers such as Thompson and Irele (2003) and Kromrey, Hogarty, Hess, Rendina-Gobioff, Hilbelink, and Lang (2005) have noted, as online courses flourish, meaningful assessment is essential for improving the quality of such offerings
This study aimed to evaluate and redesign an online master’s program consisting of 12 courses from the informatics field using the CIPP model

Summary

Introduction

The growth of the Internet, rapid development of technology, and great demand for higher education, lifelong learning, and content-delivery approaches have meant that educational institutions are equipped with a variety of information and communication technologies (Sancar Tokmak, 2013). One reason for the increased demand for online education is the expectation that in order to be successful, individuals must keep abreast of new technologies and information. Because online instruction offers a viable, more flexible alternative to timeconsuming face-to-face education, educational institutions have endeavoured to offer online courses to meet society’s demands for lifelong learning (Lou, 2004). Online education differs from face-to-face education in many ways and requires different strategies to be successful. Different types of evaluation models address different goals of learners and educators.

Objectives

Methods

Results

Conclusion