ABSTRACT EVALUATING VIRTUAL LEARNING

In considering literature on the evaluation of Virtual Learning’s (VL) or similar technologies, it is apparent that there are many different approaches to studies. A useful framework has been devised by Oliver (1997), which provides a comprehensive guide to the evaluation of the use of educational technology. It is possible that the term “evaluation ” may be restrictive in the current context. Evaluation has been clearly explained by Oliver (2000) as “the process by which people make value judgements ” and when applied to learning technology, he suggests that this is often the educational value of innovations or practical issues in introducing new teaching methods and resources. Whilst the overall objectives of such evaluations are likely to be identifying what may improve learning, some evaluations have specific outcomes, whilst others aim for more general relevance. Oliver (1997) is well aware of this distinction, which is built into the five purposes for evaluation (described in paper). A more marked distinction is made in the current paper by suggesting that it may be helpful to regard some studies as “experiments ” and some as “evaluations”. 1. INTRODUCTION (WHY EVALUATE?) Institutional strategies for the development and use of ICT in Higher Education in the Romania is that new technologies should encourage rethinking of pedagogical aspects of teaching, learning and assessment. The Virtual Learning Environment Blackboard was purchased in 2002 and there are currently approximately 10