A Meso-Level Case Study in the USA
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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.
KeywordsProgram Evaluation Foreign Language Language Program Blended Learning Evaluation Inference
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