The design of a meta-evaluation study of learning and teaching projects in higher education

Elaine Huber, Marina Harvey

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    Within Higher Education there exists a body of work on the how and why of evaluation of educational programs. Academic teaching staff are also highly conversant in the processes and benefits of evaluation of their own teaching. However there is little evidence in the literature of the evaluation of learning and teaching projects in the Higher Education sector, the majority of which are carried out by academic staff. A preliminary search of the literature indicates a trend towards guidelines on how and what to evaluate. There is little written on how effective these prove to be or whether they are even adhered to. This paper will outline the three phases of a mixed-methods research study that investigates the evaluation strategies used in learning and teaching projects in higher education and the reasons for the apparent limited systematic evaluation of such projects. The study will produce an interactive (online) evaluation, planning and implementation tool, which aims to build efficiencies into the evaluation process.
    Original languageEnglish
    Title of host publicationProceedings of Global TIME 2012
    Subtitle of host publicationonline conference on Technology, Innovation, Media & Education
    EditorsTheo Bastiaens, Gary Marks
    Place of PublicationUSA
    PublisherAACE
    Pages71-77
    Number of pages7
    Volume2012
    ISBN (Print)1880094932
    Publication statusPublished - 2012
    EventGlobal TIME (2012) - Online
    Duration: 7 Feb 20129 Feb 2012

    Conference

    ConferenceGlobal TIME (2012)
    CityOnline
    Period7/02/129/02/12

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  • Cite this

    Huber, E., & Harvey, M. (2012). The design of a meta-evaluation study of learning and teaching projects in higher education. In T. Bastiaens, & G. Marks (Eds.), Proceedings of Global TIME 2012: online conference on Technology, Innovation, Media & Education (Vol. 2012, pp. 71-77). USA: AACE.