A PROPOSED THEORETICAL MODEL FOR EVALUATING E-LEARNING Brenda Mallinson, Norman Nyawo Rhodes University ABSTRACT The deployment of e-learning offers an opportunity to build the skills required for the 21st century knowledge-based economy. It is important to be able to evaluate various e-learning systems and analyse their efficacy. The focus of this paper is to investigate the area of e-learning evaluation in order to discover or formulate a framework or model that would assist the successful evaluation of e-learning in Higher Education Institutions (HEIs). The manner in which organisations currently implement e-learning evaluation is investigated. This paper critically assesses four current models and determines how applicable they are to HEIs. Finally, the various perspectives are synthesised and inform the creation of a new theoretical model for the implementation of successful e-learning evaluation. The proposed model attempts to address the identified shortcomings, and is suggested for use as a guideline for evaluating e-learning in HEIs. KEYWORDS Evaluation, E-Learning, Higher Education Institutions 1. INTRODUCTION Rosenberg (2006) redefines e-learning as “the use of Internet technologies to create and deliver a rich learning environment that includes a broad array of instruction and information resources and solutions, the goal of which is to enhance individual and organizational performance”. Active learning strategies placing the student at the heart of the education process can now be supported by a range of media deployed by an HEI. Mostert and Hodgkinson-Williams (2006) report that the high level of hardware/software availability, together with pervasive Internet access, are reflected in the growing prevalence of e-learning in HEIs. An important goal of e-learning is that it should be equivalent to or better than learning provided by conventional methods such as classroom-based instruction (Leung, 2003) and, as such, justify the return on investment (ROI). Although there has been a significant increase in the use of e-learning in mainstream education, very little research has been conducted to justify its use (Aivazidis et al., 2006), and the evaluation of e-learning solutions is only partially resolved (Voigt and Swatman, 2004). HEIs considering the use of e- learning are increasingly aware of the need for quality in both the development and implementation of their online solutions, and evaluation of these systems will promote quality maintenance. This study investigates how e-learning is or should be evaluated in HEIs in order to ascertain whether their various e-learning technologies are providing them with a positive ROI. Current research on e-learning evaluation, the purpose of evaluation, the motivation for evaluating e-learning systems, and the reasons why some institutions may not want to evaluate their systems are investigated. Existing evaluation models are examined, and an approach to e-learning evaluation that is designed to deal with all stages of the e-learning cycle is shown. Finally, a new theoretical model is proposed to promote the effective evaluation of e- learning. It is suggested that e-learning takes place in a social context and therefore any evaluation methods and their impact on outcomes should take the surrounding constraints into consideration. IADIS International Conference e-Learning 2008 411