ABSTRACT
This chapter looks at some broader issues impacting on the effectiveness of e-learning. It discusses several different evaluation forms that are appropriate at different stages of the e-learning life cycle, and summarizes questions and data sources which might be appropriate for each form. The emerging e-learning field needs to demonstrate a more mature approach to e-learning development, evaluation and research. The introduction of problem-based learning into one unit of study across a veterinary program initially appeared promising. Even when e-learning innovations have continued for several years, their sustainability can be threatened by staff changes. The value of evaluation-research data can go well beyond the confines of any single innovation or e-learning project to influence institutional decisions. The chapter argues that the remit of evaluation research extends beyond the confines of a single project. Evaluation-research evidence for cases of effective technology-enhanced learning needs to be shared locally, institutionally and more broadly.
