Judd, V. C., Farrow, L. I., & Tims, B. J. (2006). Evaluating public web site information: A process and an instrument. Reference Services Review, 34, 12-32. Retrieved September 22, 2006, from http://www.emeraldinsight.com/0090-7324.htm
In an effort to find an evaluation instrument for undergraduate students to use to evaluate public web sites, the authors analyzed the variety of instruments discovered from an intensive literature review and developed an appropriate instrument and its application in workshops with students.
Although a number of diverse evaluation instruments from the literature and from web-based sources were examined, none was deemed suitable for students to use. Based on the literature review and analysis, the authors asserted that the web evaluation instrument should (1) focus exclusively on the information aspect of a web site, (2) have some basis in theory or be based on accepted model, (3) be parsimonious, (4) be quantitative, with both absolute and relative measures, and (5) indicates whether or not the information should be accepted or rejected. Following these criteria, the authors created their own instrument with the goal of focusing on the process rather than the outcome.
The instrument, which included five ten-point scaled questions, was tested through three trials. A group of students were taught how to use it through two workshops. Based on their assessment of the learning environment, the authors concurred that the new instrument met the students’ needs and suggested the focus of an instrument should be on evaluation as a process.
Showing posts with label website. Show all posts
Showing posts with label website. Show all posts
Monday, September 17, 2007
Journal Review #1: Web Usability
Cook, R. S., Rule, S., & Mariger, H. (2003). Parents’ evaluation of the usability of a web site on recommended practices. Topics in Early Childhood Special Education, 23, 19-27. Retrieved October 8, 2006, from http://ejournals.ebsco.com/direct.asp?ArticleID=4CC788309A0DD582C28A
Based on the need for an accessible, practical, and parent-friendly curriculum on the Internet, the authors designed the Strategies for Preschool Intervention in Everyday Settings for Parents (SPIES) web site that was intended to provide practical information about recommended practices such as activity-based or embedded instruction to families whose young children had disabilities or were at developmental risk. To determine whether the site was an effective tool for disseminating information about recommended practice to families, the authors launched a parents' evaluation of the site.
After three research questions considering the site’s accessibility, practicality, and appropriateness were raised, twenty-one parents from ten states were recruited to conduct an online evaluation of the SPIES site, judging its content and ease of use. The data were analyzed using quantitative and qualitative methods.
Results indicated that the Internet could be an effective medium for disseminating information about recommended practices to families. The parent group found the Web site to be helpful, useful, and responsive to their needs and time constraints. Although they said that textual information was easy to access, some parents did note that they experienced technological problems in downloading video.
From this evaluation, the authors also suggested that a web site providing procedural guidance could complement the provision of direct early intervention services, with content presented in multiple modes and for different learners.
Based on the need for an accessible, practical, and parent-friendly curriculum on the Internet, the authors designed the Strategies for Preschool Intervention in Everyday Settings for Parents (SPIES) web site that was intended to provide practical information about recommended practices such as activity-based or embedded instruction to families whose young children had disabilities or were at developmental risk. To determine whether the site was an effective tool for disseminating information about recommended practice to families, the authors launched a parents' evaluation of the site.
After three research questions considering the site’s accessibility, practicality, and appropriateness were raised, twenty-one parents from ten states were recruited to conduct an online evaluation of the SPIES site, judging its content and ease of use. The data were analyzed using quantitative and qualitative methods.
Results indicated that the Internet could be an effective medium for disseminating information about recommended practices to families. The parent group found the Web site to be helpful, useful, and responsive to their needs and time constraints. Although they said that textual information was easy to access, some parents did note that they experienced technological problems in downloading video.
From this evaluation, the authors also suggested that a web site providing procedural guidance could complement the provision of direct early intervention services, with content presented in multiple modes and for different learners.
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