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Evaluating an eLearning module: methods and tools for feedback collection and analysis

posted on 29.08.2016, 04:01 by Megan DeaconMegan Deacon, Yiye HanYiye Han, Melanie ThornMelanie Thorn, Steven YatesSteven Yates

Poster presentation
Wednesday 31 August 2016, 12:15pm - 12:30pm

See handout for more information.


This poster depicts the formative evaluation process and tools used in the creation of an online learning copyright resource developed by Monash University library. The Copyright Module is an authentic artefact produced as an outcome of a staff development course involving engagement and collaboration between various library sections and across areas of the university.

The evaluation uses a development research methodology. The success of this approach requires collaboration of stakeholders and continuous evaluation activities to inform the design, development and implementation of eLearning products. A mixed methods approach was adopted to gather information and inform and refine the module. Three rounds of formal evaluations were conducted throughout the development of the project in order to continuously refine the module. A structured post implementation review was also in place. A combination of qualitative and quantitative methods were systematically incorporated. These methods included user testing and feedback, focus groups, surveys, and expert reviews. Key evaluation tools used included Google Forms, Google Hangouts and Qualtrics. Through this multi-dimensional approach and rich qualitative interviews, the team was able to improve the effectiveness of the project development and usability of the module.

The formative review activities enabled the Copyright Module development team to identify a number of issues, such as difficulty with navigating the module, the correct settings for embedding multimedia, and textual inconsistencies. The rich evaluation data enabled the team to correct issues and design a template to maximise the effectiveness of staff time and resources spent on further development of the module. Each round of evaluation provided an opportunity for the evolution of the module and allowed significant involvement of the stakeholders in the decision making process. This ensured a positive response to the Module from the university community.

The Copyright Module has been officially launched, but the development and evaluation continues to evolve. The team’s experience suggests that this multi-dimensional evaluation approach is appropriate for large online educational content development that requires complex structural design and multi-departmental collaboration. The methods and instruments used can be applied to other similar projects.