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Online Learning News and Research
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Thursday, January 27, 2005
Differentiating Learning Outcomes Using Multidimensional Content Analysis - John R. Grandzol, Carrie A. Eckerson, and Christian J. Grandzol, DEOS
Accurately assessing student learning outcomes presents a complex challenge to educators. Valid comparative assessments of different groups of students are especially difficult. Different techniques exist, one of the most common being statistical hypothesis testing of examination scores or other graded instruments. The common conclusion of “no significant difference” based on such tests suggests little useful and prescriptive information, especially when evaluating online learning experiences. As more institutions move to this knowledge delivery platform, understanding whether distance students learn as well as (or better than) traditional students becomes critical. This case study demonstrates application of a qualitative assessment technique, content analysis, and how its inclusion in the assessment process leads to more useful results. Specifically, participation of third-party reviewers, attention to appropriate psychometric measures, and statistical tests of transformed qualitative data lead to pedagogical insight, accurate assessment of traditional versus online learning, and opportunities for curriculum improvement.
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