A study of the application of a modified transactionist program evaluation model to a non-formal distance education course for community-based adult literacy providers

Kettle, Blair W. (1994) A study of the application of a modified transactionist program evaluation model to a non-formal distance education course for community-based adult literacy providers. 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 (25MB) [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 select and apply an appropriate evaluation methodology for the Distance Education for Literacy Providers Course, a federally and provincially funded pilot project designed to help community-based adult literacy tutors acquire skills and knowledge that would help them in their work. The review of related literature provides background information about distance education and educational program evaluation, and serves to support the selection of the transactionist evaluation model which was used for the study. -- Robert E. Stake's Responsive Evaluation approach was used as the guiding methodology for the study. It was chosen because it is the most widely known and tested transactionist methodology, and because it offered flexible, rigorous, and context-sensitive methods for such things as audience identification, concerns and issues identification, and standards development. -- Qualitative data were gathered through on-site observations, interviews, document analysis, and questionaires containing a blend of forced-choice and open-ended questions. Data collected was compared to the evaluation standards so that evaluation judgements could be made. -- The study concludes with recommendations made about the Course, and the limitations of the Responsive Evaluation approach.

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