The scope of the evaluation undertaken is broad rather than deep. This is due in part to the requirement, already mentioned, to represent the consortium as a whole and to include a number of institutions and example packages in the study. This approach also follows the methods adopted by many of those currently involved in the evaluation of learning technology (Draper et al; 1994, 1995) and specifically draws on the concept of "illuminative evaluation" as developed by Parlett & Hamilton ( 1977). This approach seeks to embrace the subjective and anecdotal and to take account of the context in which the educational program is situated . However, whilst this approach to evaluation as illumination was developed as an alternative to "before and after research designs", the approach taken in this study has been to combine illuminative methods with pre and post quantitative measures. Whilst it is accepted that these are not controlled experiments, within the context of classroom studies, such methods add to the range of indicators and provide an
alternative perspective of the learning taking place. Furthermore
Parlett & Hamilton advocate using a variety of techniques and
state "Besides viewing the problem from a number of angles,
this "triangulation" approach also facilitates the
cross-checking of otherwise tentative findings." (Parlett &
Hamilton, 1977 ). Thus, the approach is an all-embracing one, in
which a broad range of methods, both quantitative and qualitative
are used to examine the effectiveness of these packages within a
specific context.
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