Derived from the work of Habermas, the framework elaborates the assumptions, practices and values associated respectively with promoting the technical, practical and emancipatory interests of learners.
📌 3 Key Takeaways
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Objective & Hypothesis:This paper canvasses several of the issues framing current and potential strategies for evaluating the effectiveness of Central Queensland University’s open and distance education provision.
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Key Findings & Data:This discussion is informed by the notion of evidence-based practice, and by a conceptual framework of three distinct evaluation perspectives (Nouwens, 2004): management, teaching and learning.
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Conclusion & Impact:Derived from the work of Habermas, the framework elaborates the assumptions, practices and values associated respectively with promoting the technical, practical and emancipatory interests of learners.
🔬Design:Research Article
📍Scope:2004 Verileri
⚙️Variables:Australia · Evidence-Based Practice · Evaluation Perspectives
Abstract
This paper canvasses several of the issues framing current and potential strategies for evaluating the effectiveness of Central Queensland University’s open and distance education provision. This discussion is informed by the notion of evidence-based practice, and by a conceptual framework of three distinct evaluation perspectives (Nouwens, 2004): management, teaching and learning. Derived from the work of Habermas, the framework elaborates the assumptions, practices and values associated respectively with promoting the technical, practical and emancipatory interests of learners.
NOUWENS, F., ROSS, E., HARREVELD, R. E., THOMSON, J., DANAHER, P. A. (2004). Evaluation Perspectives: Interrogating Open and Distance Education Provision at an Australian Regional University. Turkish Online Journal of Distance Education, Cilt: 5 - Sayı: 3. https://ajindex.com/articles/140864