Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program

This study aimed to evaluate and redesign an online master’s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data w...

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Autores principales:	Hatice Sancar Tokmak, H. Meltem Baturay, Peter Fadde
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	distance education learning management systems LMS pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9c28a31f39a84edbab1117c53d98c469
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spelling	oai:doaj.org-article:9c28a31f39a84edbab1117c53d98c4692021-12-02T19:25:28ZApplying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program10.19173/irrodl.v14i3.14851492-3831https://doaj.org/article/9c28a31f39a84edbab1117c53d98c4692013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1485https://doaj.org/toc/1492-3831 This study aimed to evaluate and redesign an online master’s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course. Hatice Sancar TokmakH. Meltem BaturayPeter FaddeAthabasca University Pressarticledistance educationlearning management systemsLMSpedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education learning management systems LMS pedagogy Special aspects of education LC8-6691
spellingShingle	distance education learning management systems LMS pedagogy Special aspects of education LC8-6691 Hatice Sancar Tokmak H. Meltem Baturay Peter Fadde Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
description	This study aimed to evaluate and redesign an online master’s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.
format	article
author	Hatice Sancar Tokmak H. Meltem Baturay Peter Fadde
author_facet	Hatice Sancar Tokmak H. Meltem Baturay Peter Fadde
author_sort	Hatice Sancar Tokmak
title	Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
title_short	Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
title_full	Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
title_fullStr	Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
title_full_unstemmed	Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
title_sort	applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/9c28a31f39a84edbab1117c53d98c469
work_keys_str_mv	AT haticesancartokmak applyingthecontextinputprocessproductevaluationmodelforevaluationresearchandredesignofanonlinemastersprogram AT hmeltembaturay applyingthecontextinputprocessproductevaluationmodelforevaluationresearchandredesignofanonlinemastersprogram AT peterfadde applyingthecontextinputprocessproductevaluationmodelforevaluationresearchandredesignofanonlinemastersprogram
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Applying the context, input, process, product evaluation model for evaluation, research, and redesign of an online master’s program

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