Notes on Distance Learning for Informal Settings — White Paper #3: Identifying and measuring success

July 31st, 2023 | RESEARCH

This literature review is funded in part by a grant from the National Science Foundation #1713567 and prepared for Indiana University as part of a larger project entitled Data Visualization Literacy: Research and Tools that Advance Public Understanding of Scientific Data (Dr. Katy Börner, Principal Investigator). This white paper is one component of a larger review. The larger review consists of three white papers, the first of which explores definitions, the history of distance education, and the technologies used for distance education over time. The second white paper explores the best practice considerations most widely employed in distance education. The present document focuses on the use of and strategies for applied evaluation of distance education programs. Together, the series of white papers aims to identify key elements of distance education across contexts, as well as the transferability of these approaches to informal science learning institutions.

Document

Distance-Education-White-Paper-3-evaluation-7.31.23.pdf

Team Members

Donnelley (Dolly) Hayde, Author, COSI's Center for Research and Evaluation
Joe E. Heimlich, Author, COSI's Center for Research and Evaluation
Gary Timko, Author, COSI's Center for Research and Evaluation

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1713567
Funding Amount: $1,355,236

Related URLs

Data Visualization Literacy: Research and Tools that Advance Public Understanding of Scientific Data

Tags

Audience: Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | Technology
Resource Type: Literature Review | Research
Environment Type: Informal | Formal Connections

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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