title: A holistic model for evaluating the impact of individual technology-enhanced learning resources.
abstract: BACKGROUND
  The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic.
  
  
  OBJECTIVE
  This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used.
  
  
  METHODS
  Based upon the experience of developing and evaluating a range of mobile and desktop based TEL resources, this paper outlines a new four-stage evaluation process, taking into account learner satisfaction, learner gain, and the impact of a resource on both the individual and the institution in which it has been adapted.
  
  
  RESULTS
  A new multi-level model of TEL resource evaluation is proposed, which includes a preliminary evaluation of need, learner satisfaction and gain, learner impact and institutional impact. Each of these levels are discussed in detail, and in relation to existing TEL evaluation frameworks.
  
  
  CONCLUSIONS
  This paper details a holistic, meaningful evaluation model for individual TEL resources within the specific context in which they are used. It is proposed that this model is adopted to ensure that TEL resources are evaluated in a more meaningful and robust manner than is currently undertaken.
authors: a Division of Anatomy, Leeds Institute of Medical Education, School of Medicine , University of Leeds , Leeds , UK.
authors: James D
authors: JD
authors: Pickering
authors: b Leeds Institute of Medical Education, School of Medicine , University of Leeds , Leeds , UK.
authors: Viktoria C T
authors: VC
authors: Joynes
mesh_terms: D003194:Computer-Assisted Instruction / Q000191:economics / Q000379:methods* / Q000592:standards; D003258:Consumer Behavior; D003362:Cost-Benefit Analysis; D004501:Education, Medical / Q000191:economics / Q000379:methods* / Q000592:standards; D000068156:Formative Feedback; D006801:Humans; D007858:Learning; D008962:Models, Theoretical; D020380:Needs Assessment / Q000458:organization & administration; D016730:Program Development / Q000379:methods