The Resources here cover both distance and computer-assisted education. Although links point to studies, resource sites and evaluation instruments, they are far from comprehensive. If you know of additional resources of use in evaluating distributed and technology-assisted education, please contribute them to this page by selecting the Add a Resource button.


Guidelines for Computer-Assisted Reading Instruction (http://www.ed.gov/databases/ERIC_Digests/ed352630.html), submitted by Erin on Thursday, 01/21/99 Provides guidelines for teachers to implement computer-assisted reading instruction based on compatibility with curriculum and effective teaching and learning strategies.
Literate Thinking, Language, and Electronic Literature: The Role of TEchnology in the Teaching and Learning of the English Language Arts (http://www.ed.gov/offices/DERI/SAI/cela3.html), submitted by Erin on Thursday, 01/21/99 This is one strand of research conducted by the Naitonal Research and Development Center on English Learning and Achievement. There are two primary questions involved in their study. The first is: 1) What new forms of literacy and literate thinking are entailed in electronic media and how are these either correspondent and/or incongruent with school beliefs and expectations concerning language and literacy development? The second question to be investigated is 2) By what processes do children (potentially) develop literate thinking through interaction with electronic literatures, and how can these processes be shaped by educators to maximize such development?
CALculating Success (http://www.icbl.hw.ac.uk/ltdi/evalstudies/essuccess.pdf), submitted by Erin on Sunday, 01/24/99 This paper evaluates the effectiveness of this software based approach as a teaching method and its subsequent impact on developing expertise. A discussion of how the customisation of the program has created advantageous by-products of administrative data capture and analysis, as well as accountability of studentsí individual learning needs, is also addressed.
Computer-Based Learning and Educational Technology (http://www.start.demon.co.uk/biblio/cblbib.html), submitted by Erin on Sunday, 01/24/99 Suggested Readings
Implementing and Evaluating CBL Programs (http://www.start.demon.co.uk/biblio/impbib.html), submitted by Erin on Sunday, 01/24/99 Suggested Readings
Case Studies and Accounts of Projects (http://www.start.demon.co.uk/biblio/cases.html), submitted by Erin on Sunday, 01/24/99 Bibliography of case studies in CBL and assessment.
Assuring Quality in Distance Learning (http://www.chea.org/Perspective/assuring.html), submitted by Daniel on Monday, 05/24/99 A report prepared by The Institute for Higher Education Policy concerning the goals of distance education courses
Papers from First Annual Congress on the Impact of Technology Upon Learning (http://iccel.wfu.edu/publications/journals/jcel/jcel990305/jcel990305.htm), submitted by Daniel on Monday, 05/24/99 This conference explored technology assessment issues in k-12 and higher education. Papers include findings and discussion
NC State's Project 25 Report (http://courses.ncsu.edu/info/f97_assessment.html), submitted by Daniel on Monday, 05/24/99 An introductory evaluation of Internet-based courses at NC State
The Flashlight Program (http://www.tltgroup.org/programs/flashlight.html), submitted by Daniel on Monday, 05/24/99 The home page for this group focusing on evaluating the uses of technology in education
Benefit-Cost Project (http://www.calstate.edu/special_projects/), submitted by Daniel on Monday, 05/24/99 California State University's project to investigate the benefits and costs of distance education

Daniel Anderson
iamdan@unc.edu