Curriculum evaluation in distance education and online learning

A societal investment in information technology in education has established the potential for a diverse range of the teaching-learning process. Online education has provided an interactive platform for pedagogical approaches mainly in higher education. It is an instrumental design catalyst in which learners' access instructional material in collaborative learning and discourse activities. Online learning is a relatively new adoption of in the development of K-12 education, however, it is expanding promptly both in learners and program. Internet websites are ever expanding with a broad range of educational instruction materials for students. Development of distance education curriculum model relies on communicating and developing coherent theory accommodating adopting transformational progress depicted in online learning instructions and innovations. Internet and new communication technology establish online learning as an opportunity to create self-directed students.

The students control curriculum instruction pace and the autonomy of student remains infrangible. The model evaluates the effect of the formative procedure through four established levels: participants' reaction, acquired learning, behavior and eventually the resulting impact (Ubell, 2017). Level 1 evaluation, reaction, and evaluation broadly used information of courses which can be done through administering questionnaire or qualitatively by discussion groups. This level avails adequate time to evaluate and control groups are used. Nonetheless, inappropriate observation and lack of ability to establish connection impair evaluation of the online program. Assessment tools in evaluating the curriculum. Assessment tools in curriculum evaluation aim to provide data targeting learning needs of online students as they progress in teaching and learning process. Firstly, Survey is used in to gather data from learners, teachers, curriculum designers and instructors regarding their belief, attitude, behavior, and perception of online and distance learning.

This is done by the curriculum evaluator at the end of the instructional period for instance once a month through online interaction with the students writing students personality, comments, and recommendations. Anecdotal record aligns with the curriculum model in distance learning. Lastly, learning log describes the progress of digital students. It details absence or presence of learning behavior in teaching learning process and efficient in obtaining information on learners’ development through analysis of progress report and checklist. The role of the instructor is to determine if the performance of the students meet the outlined criteria on the checklist. The program is adapted to allow educational institutional reach students all over, access learning resources and curriculum instruction through the internet. Distance learning avails study programs not accessible locally thus gaining knowledge and skills pertaining workforce through digital interactions.

It is credible and feasible in enlightening prodigy and has also the diverse range of teaching-learning strategy. The convenience and low cost of e-learning make it attractive curriculum for students eradicating limitations of accessing educational institution. However, the curriculum requires adaptability of new technology and the instructional methods is not ideal for all students. Furthermore, there should be the increase in course programs offered by the curriculum which should be in line with the discipline faculty to foster quality instructions. Curriculum analysis I do not suggest more analysis of the curriculum with exception analysis in accreditation of postgraduate and professional level courses via distance learning. This analysis should ascertain if distance learning program and accreditation are of similar high quality as of campus-based programs Alternative evaluation model The alternative curriculum model to be used in the in distance learning is Tyler's goal attainment model.