Assessment & Evaluation

Creating Effective E-learning Programs by Analyzing Current Data

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Creating Effective E-learning Programs by Analyzing Current Data

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

As more organizations turn to e-leaning as the preferred educational and training modality, the need to accurately measure participant outcomes is imperative. The success of e-learning programs is dependent on the ability of decision makers to gauge success and failure in order to change and improve the implementation of emerging technologies and delivery systems. There are currently limited metrics on e-learning outcomes. This is due to the lack of congruity across assessment criteria, measuring standards, and digital learning content. Assessment of e-learning programs is needed to accurately determine the effectiveness of e-learning environments in order to assess the most effective e-leaning teaching tools and methods.

The article “impact of online learning on student’s performance and engagement: a systematic review” by Akpen, Asaolu, Atobatele, Okagbue, and Sampson (2024), evaluates the current research on the effects of e-learning on student outcomes. The research review examines 18 in-depth studies using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA). An analysis showed varied academic outcomes from learning in the online environment. Some studies showed improved student performance due to the flexibility and accessibility of the e-learning environment. While other studies highlighted the challenges of the e-learning environment including isolation and lack of interactions with instructors and peers. The effectiveness of e-learning was also shown to be affected by things like the quality of the digital tools, the accessibility and reliability of the internet connections, and participant’s motivation to stay engaged in e-leaning programs. Recognizing and addressing these issues can improve the overall e-learning experience, thereby positively affecting the student outcomes. This information is useful program designers, trainers, and educators responsible for the e-learning experience and informational content.

Categories: Assessment & Evaluation, Instructional Design/Program Development, Online Learning

Reference:

Akpen, C.N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: a systematic review. Discover Education, 3.  https://doi.org/10.1007/s44217-024-00253-0

Self-Directed Learning: The Key to E-Learning Outcomes

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.

This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.

References  

Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81 

Measuring What They Know

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This post is provided by guest blogger, Stephanie DeFrancesco, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

There are several ways we can measure student outcomes by assessment. In a recent article, authors at Cornell University (2025), discuss how to approach measuring student outcomes, whether formative (receive input and guided feedback) or summative assessments (tests, quizzes, etc.). The article also discusses what to consider when you are developing methods for assessing the students. The end guide to get started with what to ask yourself when reviewing course assignments and outcomes is also helpful to make sure you are on the right track when creating assessments.

I believe the source is a great starting point to assessing the learning outcomes. It breaks the criteria down for the instructor in a short article, but it hits all the key points on how to get started and how to continue throughout the course. I think it is a very reliable source because this could be a struggle for some to know where to begin and how to understand how to measure student learning. I also appreciate how it defines each approach and explains how to ask students to reflect to know you are on the right track. 

Cornell University. (2025). Measuring student learning: Center for teaching innovation. Measuring student learning. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning 

Modern Assessment Techniques in eLearning

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

As we continue to look for ways to improve learning outcomes, delivering a more personal learning experience for our students is becoming increasingly important.  Key to this is successful assessment procedures.  While exams and quizzes have been an integral part of learning assessment, due to the dynamic nature of eLearning these techniques are not enough.  More creative and personalized assessment techniques will be needed to improve student engagement and provide the analytics needed to gauge student performance.  Approaches such as simulations, group assessments, and interactive tests are just a few of the new techniques that are being implemented.

Satyabrata Das’ article Modern Assessment Techniques in eLearning (2024) breakdowns the reasons why changes in eLearning assessment procedures are needed.  The article starts with brief examples of creative assessment techniques and while what is presented is informative, presenting examples would have helped.  This is followed by a brief review of the importance of assessments, as well as stressing the need for promptness and fairness.  While the information presented in these sections was useful, it was weakened by the lack of data supporting the claims.  Ultimately, this article serves as a great starting point for someone looking to improve their assessment procedures.

Reference: Das, S. (2024, August 25). Modern Assessment Techniques in eLearning. eLearning Industry. Retrieved from https://elearningindustry.com/modern-assessment-techniques-in-elearning

Rethinking E-Learning Assessments

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This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

The assessment of student outcomes in e-learning reveals a significant gap between content delivery and learner engagement (Noesgaard, n.d.). Many participants engage in behaviors like skipping through training sessions and multitasking, which undermines the effectiveness of the learning experience. There is a need for more interactive and engaging content to foster genuine understanding and retention.

This information provided by Noesgaard (n.d.) appears reliable as it draws on observed behaviors in e-learning environments. This resource could be useful for educators and instructional designers looking to improve engagement and assessment strategies. It may interest those involved in e-learning, training programs, and educational policy development.

Reference: Noesgaard, S. (n.d.). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. https://academic-publishing.org/index.php/ejel/article/view/1735/1698.

Quality Over Quantity 

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

In the article, “8 Qualitative eLearning Assessment Methods to Track Online Learners Progress”, Christopher Pappas (2023) provides eight methods to track a learners’ progress using qualitative assessments. Qualitative assessments help determine the online learners’ proficiency and knowledge mastery. The eight qualitative eLearning assessment methods mentioned in the article are, task-based simulations, branching scenarios, online group collaboration projects, open-ended questions, problem-solving case studies, eLearning blogs, online interviews and forums and online discussions. These assessments help instructors go beyond surface level and can help an instructor identify the areas a learner needs improvement on. 

This article is published on elearningindustry.com which is valuable resource to those in the industry handling eLearning programs. I like how the author states, “it’s not how much you know but how well you know it” (Pappas, 2023). I learned new things from this article, and I would be putting some of this into practice. One of the things I think was missing from this article was insight of what the learners’ feedback was about these assessments. I would really like to know that these methods have been put into practice and what did the learners think about it. 

Reference

Pappas, C. (2023, June 12). 8 Qualitative eLearning assessment methods to track online learners progress. eLearning Industry. https://elearningindustry.com/qualitative-elearning-assessment-methods-track-online-learners-progress

Innovative Assessment Strategies for Educators

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This post is provided by guest blogger, Leah Koncir, graduate student University of St. Francis, MS

The article “61 Effective Assessment Strategies for Teachers to Use” from Indeed.com provides a comprehensive list of assessment methods designed to develop student learning and engagement. These strategies range from traditional methods like quizzes and polls to more interactive approaches such as interviews, reflective writing, and entry and exit questions. Each technique is tailored to assess different aspects of student comprehension and progress, providing educators with versatile tools to gauge learning outcomes effectively.

Indeed.com is a reputable platform know primarily for job listings and career advice, but it also provides valuable resources for educators. The article is well-structured, offering practical assessment strategies that teachers can readily implement. However, it lacks in-depth discussion on the theoretical foundations of these methods and does not provide realistic evidence of their effectiveness. Educators seeking to diversify their assessment techniques and improve student engagement would find this resource particularly useful.

Reference: Indeed, Editorial Team. (2025,March 8). 61 effective assessment strategies for teachers to use. https://www.Indeed.com/career-advice/career-development/assessment-strategies

e-Learning Success: Measure, Assess, Improve 

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This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

In “How To Evaluate The Success Of An e-Learning Program: Setting Objectives And Assessing Outcomes,” Merchant (2023) emphasizes the importance of evaluating e-Learning programs to ensure they achieve educational goals and provide value. She outlines key steps for effective assessment: 1) Establish clear, measurable objectives aligned with organizational goals; 2) Analyze learner engagement through metrics such as completion rates and participation; 3) Assess learning outcomes using quizzes and assignments to measure knowledge retention; 4) Gather learner feedback via surveys to identify strengths and improvement areas; 5) Implement continuous improvement based on collected data to enhance the program. These steps help organizations create effective and engaging e-Learning experiences. 

This article presents a structured approach to evaluating e-Learning programs, making it a valuable resource. By outlining practical steps for assessment, the article serves as a guide for those seeking to enhance their e-Learning initiatives. HR professionals and training instructors will find the information relevant. The article could benefit from specific case studies or examples to illustrate the application of these steps in real-world scenarios.  

Category: Assessment & Evaluation, e-Learning, Teaching Strategies 

Reference:  

Merchant, N. (2023, September 25). How to evaluate the success of an eLearning program: Setting objectives and assessing outcomes. eLearning Industry. https://elearningindustry.com/how-to-evaluate-the-success-of-elearning-program-setting-objectives-assessing-outcomes 

What do you prefer?

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This post is provided by guest blogger, Stephanie DeFrancesco, graduate student University of St. Francis, MS Training and Development Program. 

Online learning has become very popular in the past few years, but is it what students prefer? In the article, Ong et al. (2024) discusses the seven reasons why students prefer in-person classes rather than online classes. The classroom gives students a sense of “togetherness,” and they find it easier to stay focused and motivated. Student also appreciate the sense of routine. Going to class and being able to ask questions and communicate in that moment. The article discusses how online learning seems to impede learning and social interaction. 

I do recommend this article, because I feel that we are always looking for the positives of e-learning. We assume many students prefer e-learning, but there is a great percentage that still prefer in-person classes. E-learning is becoming more available for classes, because they are easy to access from anywhere and can be done at any time, but some students still feel that attending class gives them a sense of belonging and interacting with instructors and students. I find that I prefer in-person learning for certain classes, because I feel I am able to stay focused and get more from the class. 

Ong, J. et al. (2024, November 16). 7 missing pieces: Why students prefer in-person over online classes. University Affairs. https://universityaffairs.ca/features/7-missing-pieces-why-students-prefer-in-person-over-online-classes-2/ 

ChatGPT Assessments: Rethinking Curriculum Design in an AI World

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

Artificial Intelligence (AI) tools like ChatGPT can potentially create personalized, interactive learning environments tailored to individual needs (Bennett & Abusalem, 2024). Since research remains limited, universities are reevaluating curriculum and assessment methods to integrate AI meaningfully. They are advocating for collaborative approaches that blend human intelligence with AI strengths. Key concerns include distinguishing between human and AI-generated work. Although source citation partially addresses this, redesigning assessment tasks can further mitigate risks. By leveraging Bloom’s Taxonomy, educators can emphasize higher-order thinking skills to reduce academic misconduct. Strategies, including monitoring assessment stages, incorporating self-reflection, and narrating presentations, can prove students’ original thoughts. Some universities are also exploring AI as research partners to enhance writing and language learning. While challenges exist, AI presents significant opportunities to enrich education. 

I recommend this article for instructors in higher education. It provides insights into how institutions are embracing AI rather than resisting it. Many concerns stem from a lack of research on AI’s role in higher education. However, this article offers a foundation for rethinking instruction and assessment. College should prepare students for the workforce, where AI will be integral. Rather than banning AI, institutions should engage students in meaningful projects that develop their ability to manage and implement AI responsibly. As the article emphasizes, thoughtful AI integration, with regulation and ethical considerations, can shift learning from rote memorization to critical thinking.

Reference
Bennett, L., & Abusalem, A. (2024). Artificial intelligence (AI) and its potential impact on the future of higher education. Athens Journal of Education, 11(3), 195–212. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=8838c1ff-5edb-3238-9627-e20d028c7409

Keywords: Artificial intelligence, ChatGPT, curriculum design, pedagogy, assessment.