Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Thomas J. Thompson
Committee Member
Karen E. Bowser
Committee Member
Barbara Packer
Keywords
academic administrators, assessment activities, balanced scorecard, College mission, conceptual approach, continuous process, course outcomes, criteria, delivery methods, development methodology, disciplines, educational technology, evaluation plan, evaluation methods, goals and objectives, higher education, Information Technology Strategic Plan, instructional outcomes, institutional outcomes, interviews, learning outcomes, literature review, metrics, Montgomery College, non-credit area, outcomes assessment, outcomes of education, research questions, stakeholder participation, stakeholders, strategic planning, student learning, technology assessment, technology planning, technology use, technologies, technology improvements, technology integration, technology outcomes evaluation, technology strategic plan, technology utilization, tracking, value of metrics development
Abstract
Montgomery College has invested substantial sums in technology improvements based upon a carefully developed strategic plan. The College has tracked how the technology has been used, but it has not assessed its impact on student learning in any systematic way. This study was designed to meet that need through development of an evaluation plan for instructional outcomes for the use of technology. The four research questions in the study focused on review and selection of conceptual approaches, components, criteria, and metrics for an instructional outcomes evaluation plan for the Information Technology Strategic Plan.
The development methodology was used in this study. Procedures centered on a literature review, a series of interviews with stakeholders and outside experts, selection of a conceptual approach, construction of criteria, components, and enhancement of ongoing evaluation activities for an evaluation plan, and development of the plan itself.
A balanced scorecard approach was selected as the conceptual approach, with criteria focused on contribution to the College mission and goals and objectives. The evaluation plan is designed to be a continuous process, examining a few selected areas at a time. To the extent possible, evaluation of instructional outcomes is incorporated into ongoing assessment activities. Specific disciplines, courses, technologies, and delivery methods are identified for the initial cycle. Conclusions from the study include the need for the plan to be a continuous process addressing both course and institutional outcomes, the value of stakeholders participating in the development of metrics, and the importance of academic administrators being accountable for the evaluation of instructional outcomes for the use of technology. Recommendations include implementation processes, expansion to the non-credit area, and additional areas for review.