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Methodological, Ethical, and Epistemological Challenges of Evaluating Academic Achievement and Course Completion in Distance Education
Abstract
This chapter explores the various challenges of evaluating the quality of distance education programs and proposes methodologies for future research. The authors provide a framework for teaching within the context of distance education and discuss the existing literature surrounding the characteristics of students who engage in distance education, their academic achievement, and their rates of completion. Empirical studies in primary and higher education are examined. While some research supports the great promise of distance education, there are inherent methodological, ethical, and epistemological challenges in evaluating the quality of distance education. The chapter illuminates the need, promise, and challenge of conducting rigorous evaluations and concludes with suggestions to strengthen evaluation in the future.
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