A Review of Online Learning Evaluation Instruments in Higher Education
DOI:
https://doi.org/10.56380/Keywords:
Online learning, Evaluation instrument, rubric, psychometric validation, higher educationAbstract
In recent years, online learning has become widely used in higher education; however, unified conceptual frameworks and reliable instruments for evaluating the quality of online learning remain insufficient. Therefore, this study aims to compare 11 internationally recognized instruments commonly used to evaluate online learning in higher education and to identify their shared and distinctive characteristics through document analysis. The findings indicate that criteria related to general information/overview and assessment are common across all instruments, while learner interaction/engagement and learning materials, content, and activities appear with high frequency. In contrast, criteria associated with technology and tools, accessibility, learner support, and feedback vary considerably, suggesting that evaluation approaches differ depending on evaluation purposes and contexts of use. Moreover, limited reporting on the reliability and validity of most instruments highlights the need for caution when they are used as research measures. Although research on online learning in Mongolia has increased in recent years, widely used and validated evaluation instruments remain scarce. Accordingly, there is a need to develop and validate evaluation instruments grounded in international experience and adapted to the Mongolian higher education context.
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