The derivation and application of standards in distance education program evaluation

Flannigan-Wheeler, Nadine (1996) The derivation and application of standards in distance education program evaluation. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (21MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The purpose of this study was to explore the program evaluation methods employed at an autonomous distance education institution, focusing in particular on the derivation and application of standards within the evaluation process. This study also attempted to examine the relationship between the data gathered and theory and models in the evaluation literature. The study was initiated to provide baseline data on the application and derivation of standards as this subject is not addressed extensively in the literature. -- Using an interpretive case study approach this study was implemented in the summer of 1995, and employed semi- structured to unstructured interviews, questionnaires and document analysis to elicit information. All interviews permitted open responses, and were tape-recorded with the permission of respondents. -- The data were initially analyzed using Kripendorffs (1980) semantic content analysis resulting in a narrative report. This was followed by the development of categories and themes as suggested by Merriam (1988) in order to interpret and theorize about the data with reference to the literature. -- Results of the study indicated that no one approach to the setting and use of standards and criteria is employed. Input from stakeholders, the development of performance indicators by departments, university policy, use of baseline data and comparative data from the literature and other institutions all contribute to the derivation of standards.

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