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As Lauren Anstey and Gavan Watson state, “The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners’ needs and for their own learning outcomes and classroom context.”

A Rubric for Evaluating E-Learning Tools in Higher Education encompasses various key dimensions, such as functionality, usability, pedagogical alignment, technical support, accessibility, and data privacy. Under functionality, the rubric evaluates the tool’s features, customisation options, and integration capabilities with existing systems. Usability focuses on the tool’s user interface, intuitiveness, and adaptability to different learning styles. Pedagogical alignment examines how well the tool supports instructional strategies and promotes active learning. Technical support assesses the availability of resources, documentation, and responsiveness of the tool’s support team. Accessibility considers the tool’s compatibility with assistive technologies and compliance with accessibility standards. Lastly, data privacy ensures the protection of sensitive student information and adherence to relevant privacy regulations. By employing this rubric, educational institutions can make informed decisions when selecting e-learning tools that best align with their specific needs and provide an optimal learning experience for their students.

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A rubric for evaluating e-learning tools in higher education empowers teachers to make informed decisions, enhance the quality of e-learning experiences, promote consistency, support professional development, and prioritise student-centred approaches.

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