| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1998. Education Bibliography: leaves [112]-117. The purposes of this study were (1) to perform an evaluation of the distance education version of Education 6104 - a graduate level course offering from Memorial University of Newfoundland, and (2) to validate the evaluation approach as refined and utilized for three prior responsive evaluations. The review of related literature provides the background and discuss various approaches to educational evaluation with specific references to distance education and training. -- This study utilized a modified evaluation approach, which was a replication of the methodology from three previous research studies using Robert E. Stake's Responsive Evaluation Model. This particular evaluation model was chosen based on its past use in both distance education and graduate education settings, and because its emergent design offered flexibility and the use of naturalistic, qualitative methods. In addition, emphasis was placed on soliciting concerns and issues from all stakeholding audiences, and there was an ability to measure related performance outcomes based on evaluation standards. It was hoped that such an approach would provide a more significant and realistic evaluation. -- Data were gathered from Student Profile Sheets, Pre-Tests and Post-Tests, questionnaires, telephone interviews, observations, documents analysis (including e-mail correspondence), student exams and assignments, as well as through a comparison of past course experiences and outcomes. All data were analyzed qualitatively, and reported in relation to the evaluation standards, along with judgements and suggestions for course improvement. -- The study concludes with recommendations concerning the Responsive Evaluation approach and the Education 6104 course, as well as future graduate distance education courses.
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