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A Meso-Level Case Study in the USA

  • Paul Gruba
  • Mónica S. Cárdenas-Claros
  • Ruslan Suvorov
  • Katherine Rick
Chapter
  • 494 Downloads

Abstract

In this chapter, I (Suvorov) present a case study, in which I employed an argument-based approach to conduct a meso-level evaluation of blended learning in the English Language Institute (ELI) at the University of Hawai’i at Mānoa, USA. By conducting this study, I aimed to model an argument-based approach and attempted to illustrate how it could be used as an epistemological framework for program evaluation that transcends a view of program evaluation as ‘the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming’ (Patton, 1997, p. 23). In particular, my goal was to demonstrate how program evaluation could be: (a) planned by developing an argument consisting of inferences, warrants, and assumptions about blended learning in the ELI, and (b) carried out by collecting evidence that supports the inferences and assumptions in the argument.

Keywords

Program Evaluation Foreign Language Language Program Blended Learning Evaluation Inference 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Paul Gruba, Mónica S. Cárdenas-Claros, Ruslan Suvorov, and Katherine Rick 2016

Authors and Affiliations

  • Paul Gruba
    • 1
  • Mónica S. Cárdenas-Claros
    • 2
  • Ruslan Suvorov
    • 3
  • Katherine Rick
    • 4
  1. 1.University of MelbourneAustralia
  2. 2.Pontificia Universidad Católica de ValparaísoChile
  3. 3.University of Hawai’i at MānoaUSA
  4. 4.Lincoln College InternationalSaudi Arabia

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