Proceedings of 21st International Business Research Conference
10 - 11 June, 2013, Ryerson University, Toronto, Canada, ISBN: 978-1-922069-25-2
Improving e-Learning at a Community College through
Program Evaluation
Frank T. Clements
This applied dissertation was designed to ascertain information about the
quality of the e learning program at a local community college as
measured against a set of best practices established by the Commission
on Institutions for Higher Education (CIHE). The problem was that,
although the subject college’s administrators mandated that the college
increase its online course offerings, not all instructors were prepared to
teach in an e-learning environment, potentially jeopardizing the high
quality of the college’s traditionally delivered courses.
ERIC Descriptors: Online Courses, e-Learning, Distance Education, Educational
Technology, Instructors
1. Introduction
This applied dissertation was designed to ascertain information about the quality of the
e-learning program at a local community college as measured against a set of best
practices established by the Commission on Institutions for Higher Education (CIHE).
The problem was that, although the subject college’s administrators mandated that the
college increase its online course offerings, not all instructors were prepared to teach in
an e-learning environment, potentially jeopardizing the high quality of the college’s
traditionally delivered courses.
2. Literature Review
Although evolving technologies designed to assist instructors in course delivery in an
e-learning environment are becoming readily available, many instructors might not have
known how to exploit these new technologies and to use the information in order to
fortify their teaching skills and enrich their courses, a combination for achieving course
quality. Compounding this problem was that no formal evaluation of the college’s
e-learning program had been conducted. Such an evaluation would help determine
whether the e-learning program supported the college’s stated mission for quality
education.
3. The Methodology and Model
The researcher chose Stufflebeam’s context, input, process, and product (CIPP) model
for this program evaluation. This program-evaluation model includes the use of
formative and summative evaluation methods that help identify quality issues and
_________________________________
Dr. Frank Clements, Department of Business and Technology, State College of Florida, Bradenton,
United States, Email: clemenf@scf.edu
Proceedings of 21st International Business Research Conference
10 - 11 June, 2013, Ryerson University, Toronto, Canada, ISBN: 978-1-922069-25-2
provide input to stakeholders about the e-learning program. The CIPP model focused
on the extent to which the e-learning program is meeting the prescribed set of best
practices established by the CIHE. One central research question is subdivided into five
sub-questions relating to institutional support, course development, teaching and
learning, faculty support, and evaluation and assessment benchmarks.
The population that was involved in this program evaluation included both students and
faculty. The students have taken one or more e-learning education course. The faculty
members have taught one or more e-learning courses. The inclusion of students and
faculty provided a better evaluation of the benchmarks for both teaching and learning.
4. The Findings
The findings of this study, based on the CIPP model and the instruments internal
consistency and reliability of the Cronbach alpha coefficient, led the researcher to
believe that research into the e-learning program should be ongoing. This additional
research would examine in more depth the college’s e-learning program and would be
beneficial in supporting these study findings and used to identify additional areas of
potential weakness in the program. Additionally, by incorporating a method of continued
measuring of the e-learning program, continued quality would ensure the program
meets the needs of the student population and the college’s fact book mission
statement of providing “an accessible, dynamic learning environment that facilitates the
achievement of educational, professional, and personal goals by our students and
members of our communities in an atmosphere that embraces academic excellence,
diversity and innovation.” E-learning continues to grow and has become an increasingly
important part of the college’s course offerings. The ongoing evaluation of the college’s
e-learning program is prudent.
5. Summary and Conclusions
This researcher used Guba and Stufflebeam’s (1968) CIPP model with the intent that
the most important purpose of evaluation is to improve, not just to prove. This model
was applied to the college’s e-learning program and helped to ascertain that the
college’s e-learning classes are being delivered in alignment with its mission statement
and the IHEP best practices benchmarks.
References
Commission on Institutions of Higher Education. (2000). Best practices for electronically
offered degree and certification programs. Bedford, MA: New England
Association of Schools and Colleges. Retrieved from http://cihe.neasc.org/
downloads/POLICIES/Pp90_Best_Practices_for_Elect._Off._Degree_Cert._Prog.
pdf
Guba, E. G., & Stufflebeam, D. L. (1968). Evaluation: The process of stimulating, aiding,
Proceedings of 21st International Business Research Conference
10 - 11 June, 2013, Ryerson University, Toronto, Canada, ISBN: 978-1-922069-25-2
and abetting insightful action. In R. Ingle & W. Gephart (Eds.), Problems in the
training of educational researchers (pp. 1-41). Bloomington, IN: Phi Delta Kappa.
Phipps, R., & Merisotis, J. (2000). Quality on the line: Benchmarks for success in
Internet-based distance learning. Washington, DC: Institute for Higher Education
Policy. Retrieved from ERIC database.
Stufflebeam, D. L. (2003, October). The CIPP model for evaluation: An update, a review
of the model’s development, a checklist to guide implementation. Paper
presented at the annual conference of the Oregon Program Evaluators Network,
Portland, OR. Retrieved from http://www.wmich.edu/evalctr/pubs/CIPPModelOregon10-03.pdf