Evaluation of an e-training programme - Coggle Diagram
Evaluation of an e-training programme
The Evaluation of an E-Training Program
The total evaluation refers to the evaluation made at the end of the e-Training programme, in order to know if the general objectives of the e-Training programme were met and thus if the total purpose of the programme was fulfilled.
Immediate Evaluation: did you acquire the proposed competencies?
Immediate evaluation is carried out as the programme progresses if the different objectives are achieved during the course of the programme.
Effectiveness Evaluation: did it work for you?
Effectiveness evaluation is related to assessing whether the Purpose and Goal has been achieved after the program has ended or after some time of program operation.
Efficiency Evaluation: well managed?
The evaluation of efficiency refers to the way in which the activities for the delivery of the components were carried out and the components were delivered for the achievement of the purpose.
What is evaluated
The evaluation should assess the relevance, timeliness, feasibility and impact of each programme component, its structure and overall harmony, as well as its suitability for achieving the intended objectives and improving its impact on participants, institutions and teaching-learning processes.
The evaluation of teacher education programs must focus on the essential aspects that affect the transformation and professional development of the teacher; thus, when evaluating the formative potential of a program for teachers.
Definition of training needs and objectives
An objective is a goal or purpose to be achieved for which specific means are provided. In general, the achievement of a certain goal implies the overcoming of obstacles and difficulties that may cause the project to fail or, at least, delay its realization. Furthermore, the fulfilment or non-fulfilment of objectives may lead to feelings of euphoria or frustration, which will affect the psychological health for good or ill of those affected by them.
Needs analysis... is one dimension of evaluation, which consists of the systematic study of a problem, which is carried out by incorporating information and opinions from various sources, in order to make decisions about what needs to be done next.
Action planning and design process
Dimensions of the design of the training action
For the planning of the virtual training action, the teacher will not normally have to decide on all the aspects related to the training design, that is to say, sometimes he will find himself in front of an interdisciplinary group.
Virtual Platform: (EVA, Virtual Learning Environment).
Reality shows that teachers have to adapt to an EVA of the university or institution where they are going to work, or on the contrary, resort to the various companies or institutions that have developed these resources.
It may also be that the university or institution has not yet taken the step to implement a virtual platform. They may have to determine which of the existing ones, and it is possible to use, is the most appropriate to the needs or those of the university or institution.
The virtual classroom as the axis of the teaching and learning process
In this virtual space, tutors and students meet, communicate. The teacher usually puts forward didactic proposals to facilitate learning and, in short, to carry out the tasks inherent in a training process.
Effectiveness, efficiency and/or safety of the trainees
The quality of the centre, understood in terms of results, will be closely related to the effectiveness and above all to the efficiency in the use of resources and processes for the achievement of educational objectives.
Evaluation of effectiveness
The effectiveness of an action is given by the degree to which the objectives foreseen in its design were met. Usually a form of planning is used such as the logical framework, in which the hierarchy of objectives is established: general, immediate, specific, goals and activities.
The objectives of the training action have been achieved, due to the training action.
Action aimed at the acquisition and/or improvement of professional skills and qualifications, which can be structured into various training modules with their own objectives, content and duration.
It should focus on: process of definition (design), developed competences (delivery), transfer of competences (transfer).
Design is defined as the previous process of mental configuration, "pre-figuration", in the search for a solution in any field.
Many more questions need to be answered, all of them oriented to know if the training action really "satisfies" the training needs.
When we design the evaluation system we have to think about the results we hope to achieve, how to present them and who these results are intended for
Evaluation of profitability
It is complex to measure but it is mandatory to measure it.
But it can be said that it is very necessary to evaluate if what is being taught is profitable, that is to say, it is useful for the students and it is the expected result, that the objectives have been fulfilled.
Is the training action effective?
Results that are easy to measure such as sales results; a little more difficult such as customer satisfaction; or much more subtle, such as team motivation.
Is the investment profitable?
An investment is profitable when the results of what has been earned are correct and are greater than my expenses
Methods to assimilate effects of training on results.
Outcome evaluation measures both the short-term and long-term results of programmes.
Control groups (one that participates in the action and another that does not).
A control group is a vital part of a controlled scientific experiment, which allows to know the feasibility of the research and thus be able to perform a procedure validated by the institution where the experiment will be carried out, in the same way, it will allow to compare the results in a reliable way with the experimental group.