Mr. Madyarov and colleagues
The California Distance Learning Project (CDLP) annually reviews adult school distance learning programs.  They served about 50,000 learners in program year 2003-04.  We have access to three data sets -- each of the annual applications, statewide student demographics and progress measures, and statewide standardized reading and listening pre and post tests for ESL, adult basic education, and GED/high school students.  We compare some of the student demographics and key performance measures with the performance of classroom students, giving us a good picture of comparative effectiveness.  Because there are very good historical data on learning gains, we can compare distance learning effectiveness against the normed data.
While this does not address your need for a theoretical framework, it does suggest a very useful basis for examining and defending distance learning program utility.    
For me there should be three meta evaluation measures -- program effectiveness, program efficiency, and program equity.  We examine all three in these annual reviews.  They can be found at www.cdlponline.org. Click on "For Adult Educators," then "Research" and finally "California Distance Learning Research."  Our most recent study will be posted the week of November 28th, 2005.
Dennis Porter
CDLP
510.644.0437
www.cdlponline.org
  ----- Original Message ----- 
  From: Irshat Madyarov 
  To: nifl-technology at nifl.gov 
  Sent: Friday, November 25, 2005 8:43 AM
  Subject: [Technology] distance course evaluation


  Dear all, 

  Is anyone aware of an approach (approaches) to evaluating effectiveness of distance language courses? I'm looking for something that can be used as the main theoretical framework for course evaluations in the field of distance learning (DL), or if possible, more specifically, DL and language instruction.

  Thank you! 

  Irshat Madyarov, 
  PhD student in Second Language Acquisition and Instructional Technology, 
  University of South Florida


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