Evaluation

**Evaluation** Learning with technologies does not guarantee meaningful learning interactions, collaboration, and or knowledge building (Lindblom-Ylanne & Pihlajamaki, 2003). Therefore, as on-line learning designers, we must make a deliberate effort to to evaluate how effective each of our learning activity interventions have been, during and after the enactment phase. For this reason, this section of my e-portfolio presents the extent to which I and my learners used Dropbox to mediate interactions in our set activity on learning prosodic phonology. After accessing the learning activity, I deliberately designed and distribute the following electronic questionnaire to my students, in order to evaluate the quality of my OLA.

Apart from the background items about the respondents, this particular evaluation instrument bears ten major questions which were constructed following a mix of ideas from Wright (2010)'s criteria for evaluating the quality of online learning activities <[|Criteria for Evaluating On-line Courses.pdf]>, and QM Program (2011)'s On-line Learning Activity Quality Matters Rubric <[|On-line Activity Quality Matters Rubric.pdf]>.

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**Results and Discussion of the OLA Interaction Artifacts**

**Table 1: Gender and Participation in Distance OLA**


 * **Gender** ||
 * [[image:https://chart.googleapis.com/chart?cht=bhs&chs=345x90&chbh=24%2C6&chco=5353ea%7C0000e0&chxt=x%2Cy&chxl=0%3A%7C0%7C1%7C2%7C3%7C1%3A%7CFemale%7CMale&chxs=0%2C000000%2C12%2C0%2Clt%7C1%2C000000%2C12%2C1%2Clt&chds=0%2C3&chd=t%3A2%2C3 width="345" height="90" align="bottom"]] ||

Male ||

2 ||

40% ||  || Total || 3 5 || 60% 100% ||
 * || Female

This OLA engaged only five of my distance education students. Table 1 above indicates that there were more female than male students who participated in this study. However, this does not indicate that female students were more interested in participating in this activity that the male students. Rather, this disparity could have been caused by the limited amount of time that I gave to the students to accomplish this task, and the partly due to the variation in the frequencies at which the students were able to access their mails. Participation in this activity was largely based on the mail invitations that were sent to the students. More than ten student had been invited to join this learning activity. **Table 2: Age and Participation in OLA** 20-24 || ||
 * [[image:https://chart.googleapis.com/chart?cht=bhs&chs=345x180&chbh=24%2C6&chco=ffce85%7Cffa621%7Cffc163%7Cff9900%7Cffb442&chxt=x%2Cy&chxl=0%3A%7C0%7C1%7C2%7C3%7C4%7C1%3A%7C40%20and%20above%7C35-39%7C30-34%7C25-29%7C20-24&chxs=0%2C000000%2C12%2C0%2Clt%7C1%2C000000%2C12%2C1%2Clt&chds=0%2C4&chd=t%3A4%2C0%2C1%2C0%2C0 width="345" height="180" align="bottom"]]

4 ||

80% ||  || 5 || 0% 100% ||
 * 25-29 ||  || 0 || 0% ||
 * 30-34 ||  || 1 || 20% ||
 * 35-39 ||  || 0 || 0% ||
 * 40 and above ||  || 0

In table 2 above, I report on age and students' participation in my OLA. Although in the initial design of the OLA evaluation instrument I was interested in establish how age affects engagement into OLA activities, may be due to the limited number of participants in this mini study, following user evaluation in relation to age, I did not find any significant variations in engaging with this activity.

Table 3: Accessibility to Technology Low-end Phone || ||
 * [[image:https://chart.googleapis.com/chart?cht=bhs&chs=345x330&chbh=24%2C6&chco=9601ac%7Cd396dd%7C9d12b1%7Ca422b7%7Caa33bc%7Ccd85d7%7Cb143c2%7Cc675d2%7Cb854c7%7Cbf64cc&chxt=x%2Cy&chxl=0%3A%7C0%7C1%7C2%7C3%7C1%3A%7CNone%7COther.%20Please%20Spe...%7CRemote%20Desktop%20Co...%7CNetworked%20Computer%7CLaptop%7CMp3%20%2F%204%20Player%7CIpod%7CIpad%7CSmart%20Phone%28s%29%7C%27Normal%27%20Phones%28s%29&chxs=0%2C000000%2C12%2C0%2Clt%7C1%2C000000%2C12%2C1%2Clt&chds=0%2C3&chd=t%3A0%2C3%2C0%2C0%2C0%2C2%2C1%2C1%2C1%2C0 width="345" height="330" align="bottom"]]

0 ||

0% ||  ||
 * Smart Phone(s) ||  || 3 || 60% ||
 * Ipad ||  || 0 || 0% ||
 * Ipod ||  || 0 || 0% ||
 * Mp3 / 4 Player ||  || 0 || 0% ||
 * Laptop ||  || 2 || 40% ||
 * Networked Computer ||  || 1 || 20% ||
 * Remote Desktop Computer ||  || 1 || 20% ||
 * Other. Please Specify............................................................................ ||  || 1 || 20% ||
 * None ||  || 0 || 0% ||
 * **//Participants selected more than one checkbox, so percentages add up to more than 100%.//** ||

Table 3 above indicates that more participants in this OLA had access to smart phones than to any other digital devices. Since the participants had the options to select more than one checkbox to indicate every device to which they often have access, their corresponding percentages add up to more than a hundred (100%).

Table 4: OLA and Students' Mobile Learning Needs and Activity Expectations. 1- Very unsatisfied ||  ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=2121e4%7C6363ec%7C0000e0%7C8585f0%7C4242e8&chly=2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C2&chd=t%3A0%2C0%2C1%2C2%2C2 width="186" height="150" align="bottom"]]

0 ||

0% ||  ||   ||   ||   || 5 || 40% 100% ||   ||
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 1 || 20% ||
 * 4 ||  || 2 || 40% ||
 * 5 - Very satisfied ||  || 2
 * Students could have selected more than one checkbox, so percentages could also have added up to more than 100%. ||

In this OLA, I was interested in establishing the extent to which Dropbox can be used in catering for students' learning needs and learning activity expectations. Drawing from students' qualitative feedback, my assumption was largely positive. Below are several submissions from students regarding the same;

This activity is good to those who want to learn because they can get the lectures from wherever they are. But it would be difficult for the student to get immediate answer from the teacher when need arises. That is if they are not contented with what the teacher has talked of, getting an explanation from there and then would be not so easy. The activity might seem to be appropriate but the problem is that the computer is not easily accessible -the ease with which I want to change sources of references at almost the same time was satisfied. - my concentration level was also boosted. - having a small mobile phone make someone a disservice...

Table 5: OLA Matching with learner capabilities 1 - Very unsatisfied || ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=e26363%7Cd00000%7Ce88585%7Cd62121%7Cdc4242&chly=2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C2&chd=t%3A0%2C0%2C2%2C2%2C1 width="186" height="150" align="bottom"]]

0 ||

0% ||  ||   ||   ||   || Like in the traditional face to face interactions, it is important that an on-line designer matches the OLA or task with the learning capabilities on his or her learners. In this mini activity, I tried to test whether the task designed was commensurate with my learners' capabilities. In their several submissions, they had these to say;
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 2 || 40% ||
 * 4 ||  || 2 || 40% ||
 * 5 - Very satisfied ||  || 1 || 20% ||   ||

//The task is good only to those who are computer literate.But am computer illiterate so...the course has helped me enhance technological skills that i had not known already. -it was not the first time for me to use Internet on my mobile phone (i had the skills necessary for the task) - I personally owned a phone and even knew how to operate its other functions other than calling and receiving. Altogether I can personally access textbooks and other resources on site and other sources using google on my mobile phone, this one was almost the same task. Since i am a student who has various assignments,this course gave me the chance to have wider knowledge and...//

Table 6: Level of Difficulty of the Task 1 - Very unsatisfied || ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=00d000%7C42dc42%7C21d621%7C63e263%7C85e885&chly=5%7C4%7C3%7C2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C5&chd=t%3A0%2C0%2C0%2C0%2C5 width="186" height="150" align="bottom"]]

0 || - 0% ||  ||   ||   ||   || 5 || 100% 100% ||   || Students were also required to rate the level of appropriateness and difficulty of this OLA. Table 6 above reports that 60% of these students found the task difficult, yet the rest found the task very hard indeed. In their submission, they were required to provide more details on this evaluation item. Below are some of the qualitative comments they gave; The content is somewhat appropriate to my level but I originally thought that it is not appropriate 4 luganda teachers 2 use technology and thoughtthere was no reason as 2 y i shd get involved in this task. Its content was too hard but if you had covered introduction to Phonology in year one, youfind it easy. The problem is the mix with the...computer. Hard prosodic phonology. it illustrated the use of pitches and tonal variations that exist inluganda. it was accompanied by the sound variations of these pitches in particular words pronunciations. The challenge was to listen to Mr.Kabugo'saccent...teaches like non Muganda.
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 0 || 0% ||
 * 4 ||  || 0 || 0% ||
 * 5 - Very satisfied ||  || 5

Table 7: Adequacy of OLA content 1 - Very unsatisfied || ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=a422b7%7C9601ac%7Cbf64cc%7Ccd85d7%7Cb143c2&chly=2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C2&chd=t%3A0%2C1%2C0%2C2%2C2 width="186" height="150" align="bottom"]]

0 ||

0% ||  ||   ||   ||   || In this mini OLA, I also wanted to establish how adequate the content was for my students. As explained earlier at the exploration phase of this electronic portfolio, this activity was originally meant for those students who had received an introduction to Luganda Phonology. However, there are a few students who attempted this online activity although they had not actually had this background. In their evaluation, some of the students found the content sufficient while other found it insufficient. Their detailed submissions could implicitly explain why;
 * 2 ||  || 1 || 20% ||
 * 3 ||  || 0 || 0% ||
 * 4 ||  || 2 || 40% ||
 * 5 - Very satisfied ||  || 2 || 40% ||   ||

I am not quiet sure this content is adequate as search. There are different issues disscussed that I have not accessed any where before in mylecture theatre or room. Yes I think, because according to what I had read of in the Study of Language by Katamba, this is almost a completecourse. The course content is adequately delivered because the lecturer planned and prepared the content to be delivered to the learners and thereare links to different other file which you can read later after seeing the videos...although for me I did not read all this content because of the timeand ambush.

Table 8: Sequence and Navigation of OLA 1 - Very unsatisfied || ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=0000e0%7C8585f0%7C2121e4%7C4242e8%7C6363ec&chly=2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C2&chd=t%3A0%2C0%2C1%2C1%2C2 width="186" height="150" align="bottom"]]

0 ||

0% ||  ||   ||   ||   || By, and large, participants indicated that the content of this OLA was well sequenced and easy to navigate. Participants were happy because the activity was given a very simple and quick introduction. Another student said that the activity was simple because it was organized following from previous topics;
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 1 || 20% ||
 * 4 ||  || 1 || 20% ||
 * 5 - Very satisfied ||  || 2 || 40% ||   ||

Yes, because we studied topic per topic. Yes because the guidelines on how to get to dropbox were very clear. It was very easy to create my own account.After defining for me what phonology was and given the ground upon which am to learn it, everything became interesting and clear. All the pitches ie high, lowmid etc were understandable after a short explanation. You could read on your own thereafter. You simply play the sound on your phone and get everything.You do need a computer, may be for the course notes, but the sound is interesting... ** Table 9: Accessibility of the OLA ** 1 - Very unsatisfied || ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=85e885%7C21d621%7C42dc42%7C63e263%7C00d000&chly=3%7C2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C3&chd=t%3A0%2C0%2C2%2C0%2C3 width="186" height="150" align="bottom"]]

0 ||

0% ||  ||   ||   ||   ||
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 2 || 40% ||
 * 4 ||  || 0 || 0% ||
 * 5 - Very satisfied ||  || 3 || 60% ||   ||
 * People may select more than one checkbox, so percentages may add up to more than 100%. ||

Students were also asked to comment on the accessibility of this OLA. They were required to comment on whether the content provided was easily downloadable, readable and manipulatable. In their responses, most of them reported as follows;

-//I could not see all the videos but at least the audio was okay. It was easy to down load because i accessed it using my phone.-I used the computer but the net was very slow i must say, causing delays and frustrations because of power black outs- Just after downloads i wanted to make a hard copy of the video but burning one on a CD was failed process,printing the notes it was okay.- I inquired from the lecturer on how I can download content and he helped me. I used blue-tooth to send the file to my friend.//

Others also reported; //The content was good because the language was okay, videos sizable and the lecturer was audible so you could get each and every thing in a good// //way. Font was still small for my eyes.ie with problems colour was fair, language was okey though some spellings were being highlighted by the// //machine. The voice of Mr. Kabugo was at times too fast... but anyway it was okey.The content was in good quality,the letters were legible and the// //content easily understood because it was well explained.//

** Table 10: Share-ability of the OLA ** 1 - Very unsatisfied ||  ||   ||   ||   ||   ||   ||   ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=0000e0%7C2121e4%7C4242e8%7C6363ec%7C8585f0&chly=3%7C2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C3&chd=t%3A0%2C0%2C0%2C1%2C3 width="186" height="150" align="bottom"]]
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 0 || 0% ||
 * 4 ||  || 1 || 20% ||
 * 5 - Very satisfied ||  || 3 || 60% ||   ||

Students were also asked to provide some detail on how this OLA facilitated collaboration and sharing of learning experiences. They reported on how this activity enabled them to collaborate with their peers and with the course facilitator. Below are some interesting responses that they gave; -I was able to link with fellows via the dropbox sharing folder option and do serious discussions on this activity, Although fellow students r just using the opportunity to chart. -Firstly i aided fellows on how to use computers for learning. -dropbox usage was inculcated in me earlier on before this actual activity - I easily shared as most of my fellows could reach me via my email without necessarily calling me on phone.

** Other students' reactions to the OLA ** This activity attracted other mixed reaction from my students. These included;

- This is the way to go. - This approach is so exciting and motivates students to learn.- Else i particularly liked on this course because i have managed to acquire different technological and computer skills.the usual classroom monotony was broken and i was happy personally.- I saw my friend almost crying on a computer when the power went off. This was not funny, but a lesson to take into consideration when we are planning to use computers to aid learning.- I could do many things at ago with limited problems.- The fact that i had no more worries of rushing from my work place for this lecture was just extra ordinary.This kind of course gives a student the opportunity to access learning anywhere, and anytime. I used my mobile phone to attempt his exercise the first time. ** Fig 1: Number of Daily Responses **
 * [[image:https://chart.googleapis.com/chart?cht=lc&chs=300x150&chco=9601ac&chl=10%2F20%2F2011%7C10%2F28%2F2011&chly=4%7C3%7C2%7C1%7C0&chd=e%3AAAP.AAAAAAAAAAAA.. width="300" height="150" align="bottom"]] ||  ||

Most of the responses were submitted on one day. This was partly because it was the only opportunity these distance learners have to meet for a face to face session. Those who submitted their responses earlier complicated this OLA using their mobile phones before the actual face to face.


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