SINGLE MOTHER EDUCATION GRANTS

7) The evaluation of the e-courses.

Of course, the aforementioned thematic fields are indicative, subject to change depending on the findings of the research.

Bibliography.

ROBINSON, B. (1995), Research and pragmatism in learner support, in Lockwood, F., Open and Distance Learning Today, Routledge, London.

The scope of this introductory article in e-learning methods and practices is to provide the readers with the necessary knowledge to develop e-learning courses. Developers of e-learning courses should be able to:

1) Understand in which cases e-learning constitutes an appropriate educational method.

• 2) Define the educational needs of their learning groups.
• 3) Write distance education materials. 4) Choose the adequate ways of communication between students and tutors as well as between students themselves.
• 5) Become effective e-tutors.
• 6) Provide student support, when necessary. 7) Assess the students in an effective way.

8) Evaluate the effectiveness of their courses.

• Methodology
• The duration of a course, as well as its exact contents, depend on the educational needs of the specific group of learners. Therefore, the first step in the designing of the course will be to identify the specific needs of the learners. A detailed questionnaire should be distributed to the target group and their answers will be measured qualitatively and quantitatively. The questionnaire will measure the IT level of the learners, their previous experience in e-learning or other distance education methods, their learning and communication patterns, etc. Those answers will form the basis of the course’s planning.