Sammendrag
Currently, there is no standard instrument for evaluating the effectiveness of learning interventions. This makes it difficult to assess whether a change to teaching methods has been successful or not. While final examinations and end-of-semester course evaluation surveys can be used to do this, they are not designed for this purpose, and there are inherent problems in using them in this way. This paper de-scribes a survey instrument, called the Learning Effectiveness Survey (LES), which can be used to evaluate and improve the effectiveness of learning interventions. Learning effectiveness is evaluated in the context of the learning goals of the course (short term learning), and in the context of the overall educational programme and future working life (long term learning). Unlike instruments previously proposed in the literature, the instrument was developed based on an explicit theoretical model of the learning process rather than ad hoc development of survey items. A case study is described where the instrument is used to evaluate the use of peer review as a learning activity in an Information Systems course. The instrument was found to have relatively high validity, but reliability was below acceptable levels for three of the five constructs. Some interesting results were also found on the determinants of short-term and long-term learning. In particular, attitude was found to have no significant effect on short term learning, but was found to be the primary determinant of long-term learning.
Vis fullstendig beskrivelse
